Coordinator - Sweet Adelines International

Table of Contents 

Introduction 

Acknowledgements 

Team Tools 

Job Description .................................................................................................................... 1-1 

The Effective Team................................................................................................................ 1-1 

Communication ................................................................................................................... 1-3 

Confidentiality and Communication ..................................................................................... 1-7 

Conflict Management............................................................................................................ 1-7 

Reaching Consensus ......................................................................................................... 1-13 

Counseling ........................................................................................................................ 1-14 

Evaluation Process ............................................................................................................ 1-18 

Governing the Region (Committees) ................................................................................. 1-19 

Meetings ............................................................................................................................ 1-22 

Planning for the Future ...................................................................................................... 1-27 

Problem-Solving ................................................................................................................ 1-30 

Managing Paperwork ........................................................................................................ 1-31 

Your Relationships ............................................................................................................ 1-35 

Team Development ............................................................................................................ 1-38 

Situational Characteristics ................................................................................................. 1-39 

Using Technology .............................................................................................................. 1-42 

Time Management ............................................................................................................. 1-46 

Don’t Wait, Delegate! ......................................................................................................... 1-48 

Finding and Recruiting New Regional Workers................................................................... 1-50 

Assessing Regional Needs ................................................................................................ 1-51 

Team-Building .................................................................................................................... 1-53 

Sharing the Information ..................................................................................................... 1-62 

Flyers, Regional Publications, Advertisements, Media, etc ................................................. 1-62 

Email – A Blessing and a Curse........................................................................................... 1-67 

Communications Coordinator 


Creating a Regional Newsletter – From Concept to Distribution ........................................... 2-1 

Electronic Newsletters .......................................................................................................... 2-9 

Guidelines for Documenting Team Meetings ..................................................................... 2-10 

Conferencing: Teleconferencing, Video Conferencing, Web Meetings ............................... 2-11 

Collecting Leadership Information in a Database................................................................ 2-13 

Creating an E-group ........................................................................................................... 2-17 

Web Site Information.......................................................................................................... 2-20 

Getting More Public Exposure ............................................................................................ 2-29 

Sweet Adelines International - Regional Reports................................................................ 2-32

Directors’ Coordinator 


Maintain Lines of Communication with Directors ................................................................. 3-1 

Represent the Directors’ Interest.......................................................................................... 3-1 

How to Conduct a Directors’ Forum ..................................................................................... 3-2 

Education Coordinator 


Developing Education Plans ................................................................................................ 4-1 

Working with Out-of-Region Faculty .................................................................................... 4-9 

Working with the Education Coordinator’s Staff ................................................................ 4-11 

Director Certification Program ........................................................................................... 4-14 

Young Women in Harmony Program ................................................................................. 4-14 

Making Chorus Visits ........................................................................................................ 4-15 

Evaluating Readiness for Public Performance ................................................................... 4-17 

Basic Criteria for Public Performance ................................................................................ 4-18 

Quartet Evaluations ............................................................................................................ 4-20 

Internationally Funded Visits ............................................................................................. 4-24 

Prospective Chapters and Steps Toward Chartering .......................................................... 4-25 

Script Writing .................................................................................................................... 4-28 

Events Coordinator 


Planning and Scheduling Regional Events ........................................................................... 5-1 

Regional Convention ........................................................................................................... 5-3 

Site Selection and Inspections ............................................................................................. 5-3 

Site Inspection and Selection .............................................................................................. 5-4 

Successful Negotiations ...................................................................................................... 5-4 

On-Site Management ........................................................................................................... 5-8 

Trade Show Basics ............................................................................................................ 5-18 

Finance Coordinator 


Financial Management ......................................................................................................... 6-1 

Audit Controls and Procedures ............................................................................................ 6-5 

Investments ......................................................................................................................... 6-6 

Investment Policy ................................................................................................................. 6-7 

Expenses ........................................................................................................................... 6-10 

Regional Management Team Education................................................................................ 6-12 

Taxes ................................................................................................................................. 6-12 

Financial Reporting ............................................................................................................ 6-16 

Risk Management .............................................................................................................. 6-18 

Liability Insurance .............................................................................................................. 6-19 

Directors and Officers Insurance ........................................................................................ 6-20 

Computerized Bookkeeping ............................................................................................... 6-20 

Regional Chart of Accounts ................................................................................................ 6-21

Marketing Coordinator 


The Role of the Marketing Coordinator................................................................................. 7-1 

Public Relations and Marketing ............................................................................................ 7-2 

Media Relations.................................................................................................................... 7-5 

Integrating Social Media Sites.............................................................................................. 7-10 

Tips for Being a Spokesman ............................................................................................... 7-11 

Help Is At Hand .................................................................................................................. 7-12 

Membership Coordinator 


The Role of the Membership Coordinator............................................................................. 8-1 

Prospective Chapters and Steps Toward Chartering ............................................................. 8-2 

Membership Growth & Retention ......................................................................................... 8-4 

Membership Options ............................................................................................................ 8-6 

Consolidation ....................................................................................................................... 8-8 

Dissolution ........................................................................................................................... 8-9 

Revitalization ........................................................................................................................ 8-9 

CAL: Chapter-at-Large, Not “at Loose” ............................................................................... 8-10 

Revitalization Program Template ....................................................................................... 8-11 

Planning a Council of Presidents/Leadership Forum .......................................................... 8-21 

How to Solicit Information from Chapters ......................................................................... 8-21 

Team Coordinator 


Running a Meeting ............................................................................................................... 9-1 

Monitoring Long-Range Plans............................................................................................ 9-14 

Introduction to Contracts 

The Contract Workshop by ©John Foster, CHSE, Esq. ....................................................... 10-1 

Election Appointment Procedures 

Election & Appointment Procedures for the Regional Management Team.......................... 11-1 

Regional Management Team Positions and Eligibility ........................................................ 11-1 

Election & Appointment Process ....................................................................................... 11-3 

List of Sample Materials Referenced in This Chapter ...................................................... 11-12 

Sample A—Sample Cover Letter for Application Packets ................................................ 11-13 

Sample B—Application for Regional Position .................................................................. 11-14 

Sample C—Job Descriptions for Regional Management Team Positions......................... 11-18 

Sample D—Suggested Qualification/Skills for Regional Management Team Members .... 11-22 

Sample E1—Confidential Potential Nominee Appraisal Form .......................................... 11-24 

Sample E2—Confidential Potential Nominee Appraisal Compilation Form ...................... 11-26 

Sample F—Chapter Voting Instructions for Membership Coordinator Position .............. 11-28 

Sample G—Chorus Director Voting Instructions for Directors’ Coordinator Position ..... 11-30 

Sample H—Official Ballot for Membership Coordinator .................................................. 11-31 

Sample I—Official Envelopes ........................................................................................... 11-32 

Sample J—Sample Tally Sheet......................................................................................... 11-33 

Sample K—Report of Regional Tellers Committee ........................................................... 11-34

Appendix 

Acronyms ............................................................................................................................. A-1 

Matrix of Responsibilities ..................................................................................................... A-3 

Regional Management Team Peer Review Evaluation Form.................................................. A-5 

Regional Management Team Evaluation ............................................................................... A-7 

Example Of Educational Plan ................................................................................................ A-8 

Sample Member Survey ..................................................................................................... A-24 

Members Only Education Center......................................................................................... A-25 

Headquarters Staff Directory .............................................................................................. A-26

Regional Management Team Handbook 

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Introduction 

The fact that you have been given a copy of this handbook indicates that you are a leader 

in this organization. It is important that you read and study the sections in this handbook 

that pertain to the team as a whole, and to your specific areas of responsibility. You also 

may find it useful to become familiar with the sections pertaining to the other team 

members’ responsibilities. In a form of government where all team members have an 

equal voice, knowledge of the subject matter is critical to making informed decisions. 

The purpose of the Regional Management Team (RMT) Handbook is threefold: 

• To act as a starting point and as a resource for general team-oriented information 

• To provide a compendium of tools for the whole team as well as for individual 

team members 

• To provide guidance on specific subjects and areas of responsibility for individual 

team members 

The first section of this handbook contains a collection of tools for the whole team. The 

following sections provide information specific to each team member’s responsibilities. 

The final sections include guidelines for the election/appointment process, information on 

contracts, and various appendices. A vodcast outlining each RMT Coordinator’s duties 

has been created and can be found in the Leadership section of the Members Only portion 

of the Sweet Adelines website. 

The information in this handbook can be condensed to five major points—the five Cs: 

Cooperation: Each team member must be willing and able to cooperate for the 

good of the team and the organization as a whole, which includes delegating tasks 

as appropriate so that the work can be accomplished effectively. 

Cooperation in a team environment requires each team member to be 

willing to set aside her own preferences and to accommodate input from 

other team members. 

Communication: Without complete, accurate, and timely communication, the 

team is doomed to mediocrity at best. 

Consensus: Consensus is new to some, a challenge for all, and a means for 

achieving synergistic solutions that have buy-in from all team members. 

Confidentiality: The atmosphere in team meetings must be such that team 

members feel free to discuss sensitive topics openly. However, participating in 

these discussions carries an important responsibility for being circumspect. Team 

members should be mindful not to disclose sensitive information as it can harm 

the team or other individuals. 

Continuation: Team members are responsible for seeking out and grooming the 

potential leaders of tomorrow.


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Although the handbook is intended to provide “one-stop shopping” for regional 

management team information, this edition of the handbook falls short of that goal. The 

handbook is a living document; it will continue to grow and evolve to satisfy your 

information needs. 

You can greatly assist your team and others by identifying information gaps, 

inconsistencies, and any other suggestions for improvement. Address your suggestions 

and comments to the corporate secretary at international headquarters.


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Acknowledgments 

Volunteers: 

Tina Aseltine, Alberta Heartland Chorus, Region 26 

Patricia Cobb Baker, Harborlites Chorus, Region 21 

Lorraine Barrows, Coastline Show Chorus, Region 1 

Sue Beck, Chapter-at-Large, Region 13 

Marcia Bosma, Verdugo Hills Chorus, Region 11 and Harborlites Chorus, Region 21 

Marilyn Cox, Velvet Hills Chorus, Region 8 

Debbie Curtis, Channelaires Chorus, Region 11 

Betsy Eck, Post Road Chorus, Region 1 

Lynda Elliott, Rhythm of the Rockies Chorus, Region 26 

Linda Fairleigh, Spirit of the Gulf Chorus, Region 9 

Ruth Flint, Velvet Hills Chorus, Region 8 

Judy Galloway, Hood River Valley Chorus, Region 24 

Pat Haertel, City of Lakes Chorus, Region 6 

Carolyn Healey, Cincinnati Sound Chorus, Region 4 

Rita Hull, Vienna-Falls Chorus, Region 14 

Julie Kendrick, Melodeers Chorus, Region 3 

Nancy Kurth, Pride of Portland Chorus, Region 24 

Erin Lunn, Voices Unlimited Chorus, Region 11 

Janie Macchiaroli, Houston Horizon Chorus, Region 10 

Bev Miller, Capital City Chorus, Region 4 

Cindy Minter, Golden Triad Chorus, Region 14 

Marykaye Morgan, Chapter-at-Large, Region 10 

Diane Porsch, Buffalo Gateway Chorus, Region 16 

Joan Roberts, Metro Mix Chorus, Region 5 

Euretta Sorenson, Chapter-at-Large, Region 6 

Mary Ellen Stepanich, San Diego Chorus, Region 21 

Georgia Sutherland, Bay Area Showcase Chorus, Region 12 

Dorcas Thomas, Buffalo Gateway Chorus, Region 16 

Sharon Vitkovsky, Ramapo Valley Chorus, Region 15 

Sally Wallace, Couer d’Alene Chorus, Region 13 

Patty Warren, Pacific Sound Chorus, Region 13 

Judie Wykoff, Bay Area Showcase, Region 12 

Marge Zimmerman, Vermillion Valley Chorus, Region 5 

Paula Davis, Velvet Hills Chorus, Region 8 

Therese Antonini, Chapter-at-Large, Region 26 

Jana Gutenson, Scottsdale Chorus, Region 21 

Lynda Hill, TuneTown Show Chorus, Region 4

Staff: 

Kelly Bailey, Executive Director 

Tammy Talbot, Deputy Administrator 

Jennifer Hughes, Interim Director of Meeting & Conventions 

Keesha Cashmore, Interim Controller 

Joey Stenner, Interim Director of Communications & Membership 

Janell Mason, Corporate Secretary 

Lori Decter Wright, Interim Director of Education 

Carol Schwartz, Director of Music Services 


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Chapter 1: Team Tools 


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Team 

Tools 

Job Description 

• Develops and implements a comprehensive strategic plan that includes long-range 

plans for which each coordinator is responsible. 

• Formulates a regional mission statement. 

• Provides educational programs for all members of the region. 

• Maintains a viable membership growth and retention program. 

• Ensures that all financial resources of the region are managed in an effective and 

efficient manner. 

• Develops and implements plans for recruiting and training successors. 

• Appoints a Nominating Committee. 

• Utilizes educational opportunities provided by International. 

• Maintains effective communication with chapters, Chapter-at-Large and Membersat-Large. 

• Maintains a supportive and positive working relationship among team members. 

• Defines specific areas of responsibility for each coordinator and the areas in which 

coordinators have joint (shared) responsibility. 

• Evaluates regional events, each other, the effectiveness of the team, and team 

succession planning. 

• Uses the process of consensus to arrive at team decisions. 

• Supports the decisions made by the team. 

• Serves as middle management of and liaison to the International organization; 

implements and supports decisions made by the International Board of Directors. 

The Effective Team 

Being a member of and contributor to an effective team has definite benefits. Most team 

members enjoy the rewards of being involved in major decisions. They pride themselves 

on the service they perform, and in their ability to solve problems and innovate change. 

Given the proper training (and provided that the person enjoys working in a team), 

anyone can become an effective team member. 

The Characteristics of an Effective Team 

Effective teams can be recognized by the characteristics that make them successful. 

Clear goals are established, and all team members are committed to working toward the 

same goals. Members trust the actions of their teammates because they have taken time 

to get to know each other through listening and sensitivity to others’ needs. As a result, 

the effective team enjoys working together and recognizes that team achievement is a 

Team Tools • 1-1


higher priority than achievement of an individual. 


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While effective team characteristics seem logical, they are not easy to attain. Team 

coordinators have experienced and acquired various interaction styles, and in order to 

change those habits, training and practice in the new skills are needed. Following are 

specific areas that should be addressed when considering training in team skills: 

• Communication, or lack thereof, is often the basis for misunderstandings and 

mistakes. Team members should address this area early in the team’s life. Learning 

how to communicate effectively through active listening and learning how to give 

and receive feedback are skills that will prove invaluable in team interaction. 

• Trust—Team members should do their part to create a climate of trust and open 

communication that allows individual members the freedom to learn and take risks. 

They should promote opportunities for sharing insights, feelings, and experiences 

as the team develops common solutions. 

• Conflict—An effective team should feel comfortable handling conflict and 

differences of opinion by attacking the problem, not the person. Team members 

should value the growth and development of each other and offer support through 

coaching, counseling, and advising, when asked. Above all, team members should 

be able to acknowledge and to reward each other’s achievement. 

• Decision-Making—Making decisions requires taking risks rather than waiting for 

the course of events to make decisions for you. The probability of better decisionmaking 

increases when it is carried out by a team. If members on your team resist 

making decisions, training in this area is advised. 

Stages of Group Development 

An understanding of team interaction at the different stages of a team’s life will assist the 

team in working through challenges. During the creation of a new team, members begin 

to ask, “What guidelines will we follow?,” “What contributions will each person make?,” 

and “Who will perform which roles?” As these questions emerge and are addressed, 

teams evolve through a series of stages: 

Forming: Members share personal information, begin to know and accept one 

another, and turn their attention toward the group’s tasks. 

Storming: Members compete for status, jockey for position of relative control, and 

argue about appropriate directions for the group. Tensions arise as individuals 

assert themselves. 

Norming: The team begins moving together in a cooperative fashion, and a 

tentative balance emerges. Group norms evolve to guide individual behavior, and a 

cooperative spirit begins to blossom. 

Performing: The team matures and learns how to handle complex challenges. Roles 

are performed and exchanged among members as needed, and tasks are efficiently 

accomplished. 

Effective Meetings 

Acquiring the knowledge of how to conduct an effective, productive meeting is beneficial 

to all, but especially to those members who have never before worked in a team setting. An 

understanding of and adherence to the following keys to conducting a productive meeting 

Team Tools • 1-2


will ensure success at your next team meeting: 


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• Create an agenda. An agenda is your meeting road map. Distribute it in advance. 

Doing so will multiply the meeting’s effectiveness many times over. Team 

members will have time to prepare for discussions. 

• Start and end on time. Hold fewer, but better meetings. Call a meeting only when 

it is absolutely necessary. Would a conference call or email communication serve 

the same purpose? 

• Maintain the focus. Ruthlessly keep meetings on track at all times. If you finish 

early, those interested can stay and talk about other things. 

• Capture action items. Establish a system for assigning action items to individual 

members. 

• Ask for feedback. Take a few minutes to allow members time to discuss the 

effectiveness of the meeting, what didn’t work well, and ideas for making future 

meetings more productive. 

One must possess a variety of skills in order to be an effective contributor to the regional 

management team, and the team must possess certain characteristics if it is to be 

successful. New team members and new teams are not expected to have all these 

proficiencies in the beginning. Team management is a learning process, and each team 

member adds to the team’s repertoire of skills. While some skills can be acquired 

through careful observation and trial-and-error methods, it is recommended that teams 

investigate those areas where training is advised. The advantages derived from improved 

skills will make all the training worthwhile. 

Communication 

Communicating Effectively Within the Team 

Communicating effectively within your team is vital to its success. To quote Price 

Pritchett, author of Teamwork, “Communication breathes the first spark of life into 

teamwork, and communication keeps teamwork alive. Nothing else is so crucial to 

coordination of effort. No other factor plays such a precious role in building and 

preserving trust among teammates. Communication is the make-or-break issue.” 

To ensure effective communication within your team, consider the following pointers: 

Choose your words carefully. Join in the conversation, but think before you 

speak so that you present your ideas as clearly as possible. If you are called 

upon to give an opinion, but are undecided, it is appropriate to say you would 

like to hear further discussion from others to help you weigh the issues. If you 

do not agree with others’ opinions, state the reasons why and present alternate 

solutions/ideas. Remember to attack issues, not people. Use “I” statements 

when presenting your point of view. Avoid personalizing issues. 

Pick up on nonverbal signals. Body language communicates a lot more than 

people realize. Tone of voice, facial expressions, posture, gestures, physical 

Team Tools • 1-3



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proximity, and the speed and volume of speech all contribute to meaning. Be sure 

you observe the nonverbal signals of others and be careful that those you give add 

to your message, not detract from it. 

Let down your guard at meetings. Be open, friendly, and expect the best of 

your teammates; trust that the team is making decisions in the best interest of 

the region. Defensive actions put the team on edge and lead to communication 

breakdown. Develop an awareness of your own reactions. If you begin to feel 

defensive, take steps to diffuse any rash statements you may have made. 

Timing is important. When you have an important message to convey, select a 

time when your audience is ready and willing to listen to you. When people are 

bored, depressed, angry, distracted, rushed, or frightened, they don’t listen well. 

Minimize distractions at team meetings. It’s difficult to concentrate with multiple 

conversations occurring, or people arriving late or leaving early. 

Take responsibility for clear communication. You are responsible for yourself 

when you are communicating. You cannot control the words or thoughts of 

others. Though you can’t force anyone to understand you, you can take steps to 

clarify your message by summarizing your thoughts or asking, “Am I making 

myself clear?” On the contrary, if you cannot understand the communications 

of others, it is up to you to ask for clarification. You can say, “I’m sorry, I’m 

not understanding you. Would you repeat that, please?” or “What I think I hear 

you saying is... Am I hearing that correctly?” 

The Art of Conversation 

Is it ludicrous to present regional leaders with guidelines for making conversation? 

Maybe not, considering that all regional coordinators are not born with the “gift of gab.” 

It may surprise those extroverts on the team to learn that making conversation isn’t 

always easy for some. According to Letitia Baldrige, Tiffany & Co.’s first female 

executive and, according to Time magazine, “Arbiter of America’s New Manners,” 

becoming an expert conversationalist requires some essential traits. Her 

recommendations are: 

• Use appropriate humor and have a smile on your face. Greet everyone warmly 

and use gentle humor when necessary. 

• Be a giver, not a taker. You’ll get the most pleasure from making those around you 

have a better time and enjoy the conversation. 

• Be a wonderful listener. You’ll flatter everyone who speaks to you, which enables 

them to learn the great gifts of good communications too. 

• Speak in an attractive, clear voice. Don’t speak too loudly nor annoyingly weak, 

and not too fast, either. Keep your audience with you at all times. 

• Keep the conversation fresh. Inject a new topic when the current one has grown 

tiresome or if an offensive or inappropriate subject is raised. 

• Be the referee. You’ll need to protect the feelings of people who are belittled by 

others when a disagreement occurs. 

Team Tools • 1-4



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• Honor a deserving individual. Make it known if someone has received an honor, 

so that she (he) can be properly congratulated by you and everyone else. 

Here are some conversation don’ts: 

• Don’t tell insider jokes or use insider jargon. Not only will this information not 

impress people, it will make them feel uncomfortable. 

• Don’t be a conversation hog. Let others speak, even if you know more about the 

subject than anyone else present. 

• Don’t sit in a group and talk to just one person. Let your eyes sweep everyone in 

the group so that all present feel involved and important. 

• Never make fun of your colleagues or customers (teammates or regional 

members). It will almost always get back to that person and then you will have 

ruined any chance for a harmonious relationship. 

• Don’t discuss inappropriate topics. Match the topic to the occasion. For example, 

don’t discuss illness and related topics during a meal. 

Active Listening 

Communication isn’t just talking, it’s listening, too. According to research studies conducted 

by Dr. Paul Rankin at Ohio State University, the average person spends 70 to 80 

percent of his or her waking day in some form of communications process. Of this time, 

nine percent is spent writing, 16 percent reading, 30 percent talking, and 45 percent 

listening. In other words, the average person spends six hours a day listening! 

Since most people have never received any instruction or training in how to listen, many 

of us are not effective listeners. Research conducted at Minnesota University by Dr. 

Ralph G. Nichols indicates that the average person is only 25 percent effective as a 

listener. In other words, only two minutes out of every 10 minutes of spoken 

communications directed toward a person is received. Fortunately, communication 

scientists tell us that listening is a skill that can be taught, learned, and improved. 

However, becoming an effective listener requires concentration and practice. 

Active listening is the process whereby the receiver of the message clearly communicates 

the intention of wanting to understand the ideas and feelings of the sender. An active, 

effective listener establishes eye contact and a posture which clearly indicates he or she 

is listening. The key to active listening is to focus on the feelings of the other person in 

the communication process. The receiver puts the message into her own words and sends 

it back for verification. The receiver does not send a message of her own (evaluation, 

criticism, advice), only what she perceives the sender’s message to be. An active listener 

is open, rather than judgmental. Following are some effective listening techniques: 

Concentrate. Really listen to the speaker. Don’t formulate your own opinion or 

reply while the sender is talking. 

Attitude. Your own attitude and level of interest in hearing the sender’s message is 

vital to the process. 

Feedback. It is important not to parrot (return the person’s exact words), but 

to paraphrase, conveying the deeper meaning of what is being said. You can 

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be tentative in your response: “What I think you mean is...” or “Here’s what I 

understand your feelings to be; am I accurate?” 

Question. If you are unsure you are understanding the message, ask for 

clarification or expansion of the subject. 

Emotion. Control your own emotions as they affect how messages are directed 

to you. 

Silence. Silence is the only way you can listen to an entire message being sent 

and interpret its meaning. Remaining silent during active listening is difficult for 

many people, but practice will make silence more effective and tolerable. 

Interest. When a sender can sense that you are interested in the message, she 

will work harder to communicate with you. Indicate your interest with body 

language and appropriate feedback when the sender is ready to receive it. Only 

eight percent of any message comes from words, while 37 percent comes from 

vocal intonation, and nearly 55 percent from body language. 

Networking 

Being a good leader is about building relationships, and networking is one stepping 

stone to building those relationships. Networking allows peers to share creative ideas, 

present new insights into old problems, or just add empathy to problems and concerns. 

The ability to put yourself in a position to meet new people and then develop those 

relationships is a skill worth acquiring. 

Sweet Adelines International functions present opportunities during the year for 

networking with other regional and international leaders: the education forums and 

other activities at international convention, and, of course, your own regional 

conventions. Make the most of those opportunities to expand your network. Following 

are some networking tips excerpted from the book Solid Gold Success Strategies for 

Your Business by Don Taylor: 

Initiate the contact. Put a smile on your face and extend your hand. Most 

people are just a little shy about making the first move. Your warm, friendly 

overtures will put them at ease. 

Gather information. Ask polite, open-ended questions, then listen. 

Arrive at gatherings early. Social hours are usually first, and are great for 

networking times. If a meeting is worth attending, it’s worth an early arrival. 

Develop a 10-second introduction. People will remember you and what you 

do. 

Give your full attention to one person at a time. Politicians are 

notorious for looking past one person to see if someone more important has 

arrived. Such an action will demonstrate the insincerity of your intentions. 

Although networking is important to you as a regional coordinator, don’t overdo it. Too 

much visiting may interfere with more important work. Remember whom you’ve met, 

and what you’ve promised. If you agreed to send information or material, do so as soon 

as your schedule permits. 

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Confidentiality and Communication 

Communication is critical to the success of any organization. It affects each member, 

especially since technology has increased the speed and frequency with which we can 

disseminate information and opinions to one another. It is important for each regional 

team member to ensure that others who need to know certain information receive copies 

of appropriate one-to-one communications. 

Learning to trust that others have the best interests of the organization at heart, rather than 

their own personal ambitions and goals, is a challenge. Openness and honesty among 

team members is crucial; disagreements should be addressed within the team, not through 

private conversations away from the group. 

The other side of communication is confidentiality. Certain information available to 

regional management team members, such as performance evaluations, is obviously not 

for general knowledge. Other information and discussion topics may not be so clearly 

identifiable as confidential. In some cases, premature or unplanned communication can 

complicate an issue immensely, can lead to interpersonal difficulties, and can damage 

team relationships and the team’s credibility with regional members. To prevent such 

communication mishaps, committee chairs should state at the beginning and end of each 

meeting that all discussions are considered confidential unless and until a plan of 

communication has been established for that subject. When every team member is 

“singing off the same page,” the opportunity for a harmonious outcome increases. 

Conflict Management 

Constructive Controversy Improves Productivity 

Most people have a negative concept of conflict and controversy. Often regarded as 

undesirable and as signs of sickness in group functioning, conflict and controversy 

are natural and desirable parts of any problem-solving situation that should not be 

avoided or repressed. 

Controversies are inevitable if members are involved in and committed to the work of a 

team. If differences of opinion, interest, and values are not dealt with directly, the work of 

the team will deteriorate. Unresolved feelings create biased, nonobjective judgments and 

actions. When controversial discussions are handled successfully, team members become 

increasingly involved with and committed to one another. 

Group discussion with a high rate of constructive controversy is more productive than 

individual thinking. Working through differences of opinion often leads to more creative 

solutions to problems than what could have been achieved by any single person. 

Controversies allow team members to express emotions such as anger and indignation 

that would interfere with the team’s work if repressed. Expressing emotions can greatly 

reduce the natural tension and frustration of working together, enabling team members 

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to interact with fewer inhibitions and avoidances. Because almost all team members 

have aggressive feelings toward each other at one time or another, they should employ 

controversy to express aggression directly and constructively and prevent a 

deterioration of relationships. 

Controversies bring information to team members about what is important to each of 

them, how teamwork can be improved, and how their relationships can grow. Opposition 

can lead to greater understanding and closer relationships, not rejection and dislike. All 

team members profit from effective controversies, both in terms of accomplishing team 

goals and bettering the relationships among team members. 

Ground Rules for Constructive Controversy 

Constructive controversies require that a team agree upon standards for arguing. There 

are no rigid rules for constructive controversy, but the following guidelines can help 

team members dispute more constructively and transform disagreement into a positive 

team force: 

Choose the right time for controversy. Beginning a dispute five minutes before a 

team meeting must end, or bringing up an issue when other members with opposing ideas 

are absent, is bad timing. Setting a time for a controversy in addition to stating the issues 

in advance will ensure the full disclosure of both sides of an argument at the same time. 

Proper timing of a controversy will help prevent misinterpretation of emotions expressed 

during the conversation. 

Focus on win-win solutions. Strive for no winners and no losers at the end of a 

controversy, only successful, creative, and productive solutions to a problem. 

Allow each team member to actively take part in the discussion. Every member 

should be free to express her ideas and feelings without defensiveness. Open, honest, 

accurate, complete, and effective communication should be worked on continually as it 

will improve the quality of the team’s work. Intuition, hunches, and feelings about team 

actions should become regular topics for discussion. 

Value and respect each other’s contributions. Enthusiastically listen to all ideas, 

and graciously acknowledge all team members’ contributions. 

Be critical of ideas, not of people. Arguments should concern ideas, not 

personalities. When disagreement does occur over a member’s ideas and contributions, 

she should treat it as an interesting point of view from which something can be learned. 

Members should express disagreement without rejecting their fellow teammates. 

Balance time spent bringing out differences of ideas with time spent putting the 

different ideas together. Different points of view must be presented and explored before 

new, creative solutions can be sought. 

Members who disagree need to understand the positions and the frames of 

reference of their opponents. All participants should regularly talk about what their 

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perceptions of others’ positions and frames of reference are, what they are feeling, and 

how they are reacting to controversy. 

Keep the power of all participants equal. Perceptions of inequality in power 

undermine trust, inhibit dialog, and decrease the likelihood of a constructive outcome 

from controversy. Every team member should have equal rights to participate, and 

contributions should be evaluated on their soundness and helpfulness in sparking 

thinking, not on the basis of who proposed them. Influence should be determined by 

ability rather than by status. People who have helpful information and interesting ideas 

should be listened to, regardless of formal power. 

Keep tension at an optimal level throughout the controversy. A person’s ability 

to integrate and use information occurs at some level of tension. If too little tension 

exists, a sense of urgency in resolving the controversy is lacking. If there is too much 

tension, distortion and defensiveness can block the resolution of a controversy. A period 

of substantial stress followed by an easing of tension is often the best way to achieve a 

productive resolution to a controversy. 

Incentives for resolving controversies creatively must be present in order to motivate all 

team members to participate and contribute. 

Strategies for Effective Conflict Management 

Below are some strategies to help manage conflict situations effectively: 

Confrontation—Discuss an issue openly, face-to-face. Use your best 

communication skills. 

Problem-solving process 

Define the problem and clarify basic issues 

Explore alternatives 

Evaluate alternatives 

Decide on mutually acceptable solutions 

Implement solutions 

Follow up and repeat the process if necessary 

Brainstorm—Suspend evaluation and allow ideas to develop freely on a particular 

issue. 

Role reversal—Instruct persons or teams involved in the controversy to take the 

opposite side of an issue to develop empathy and understanding. 

Mediation—Involve an objective third party to facilitate problem-solving with 

opposing sides. 

Negotiation—Look at what is at stake—winning or losing. Try to widen areas of 

agreement by employing cooperative interaction. Emphasize concern not only for 

self-interest, but for the good of the team. 

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Education—Help members develop a change in attitude through knowledge and 

understanding toward conflict and its value. 

Anatomy of Constructive and Destructive Controversy 

Controversies may be classified as constructive or destructive depending on the process 

by which they are managed and their outcomes. Below are the attitudes and behaviors 

that are most conducive to creating the kinds of environment that produce constructive 

and destructive controversies. 

In Constructive Controversy: 

Define the controversy as a mutual problem 

Participation by all team members 

Open and honest expression of ideas and 

feelings 

Effective sending and receiving 

communication skills used 

Differences of opinions and ideas sought 

out and clarified 

Underlying assumptions and frames of reference 

brought out into the open and discussed 

Disagreement not taken as personal rejection 

by some or all team members 

Adequate differentiation of positions; 

differences clearly understood 

Adequate integration of positions; 

similarities clearly understood and positions 

combined in creative syntheses 

Equal situational power among team members 

Moderate level of tensions 

Incentives present for creative problem 

resolution 

Mutually satisfying solution worked for 

and arrived at 

High creativity of decision 

Members feel understood and noticed 

Members believe they exercised considerable 

influence on other members 

Members feel responsible and committed to 

team decision 

Members highly satisfied with the decision, 

In Destructive Controversy: 

Define the controversy as a win/lose situation 

Participation by few team members (selfcensorship 

and withdrawal) 

Closed or deceitful expression of ideas and 

feelings 

Effective sending and receiving skills not used 

Differences of opinions and ideas ignored and 

suppressed 

Underlying assumptions and frames of reference 

not brought out into the open and discussed 

Disagreement taken as personal rejection 

by some or all team members 

Inadequate differentiation of positions; 

differences not clearly understood 

Inadequate position integration; similarities 

not clear, positions not combined in 

creative syntheses 

Unequal power among members 

Tension level too low or too high for productive 

problem-solving 

Incentives present for domination and 

winning 

Conflictreducing procedures used (tossing a 

coin, voting, negotiating) 

Lower creativity of decision 

Members feel misunderstood, ignored 

Members believe they had little or no 

influence on other members 

Some members feel no responsibility for, or 

commitment to, the decision 

Members highly dissatisfied with the decision, 

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their participation, and the teamwork 

Cohesion of team members is high 

Members feel accepted and liked by other 

members 

High level of trust among members 

Feelings are released and dissipated; 

tension is decreased; positive feelings 

dominate 


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their participation, and the teamwork 

Cohesion of team members is low 

Members feel rejected and disliked by other team 

team members 

Low level of trust among members 

Feelings are repressed, suppressed, still 

present; tension is increased; negative feelings 

dominate 

The ability to manage controversy is increased The ability to manage controversy is 

decreased 

High level of learning about the issue under 

discussion 

Low level of learning about the issue under 

discussion 

Handling an Angry Person 

Here’s a conflict quiz: When an irate person yells at you, what do you do? 

A. Exert a soothing influence by telling the individual to “calm down.” 

B. End the conversation as quickly as possible. 

C. Sit still, keep quiet, and let the speaker rant and rave for as long as it takes. 

D. Yell back. 

If you answered A or B, nice try. Both responses seem logical. Although D may be how 

you would like to respond, don’t! You never want to lose control just because the other 

person has already lost it. The correct answer is C. The best communicators know exactly 

how to respond to an angry or upset person—remain silent and outwardly dispassionate. 

They wait until the person runs out of words and has nothing more to say. When an angry 

person blows off steam and vents, her fury dies down. Only then is she ready to listen. 

Some individuals may storm longer than others. Be prepared to let an angry person vent 

at her own pace. 

Granted, it isn’t easy to sit there and take it, especially when the offending party is loud 

and hostile. But, if your ultimate goal is to make her receptive to what you have to say, 

then you can win the individual over only after she has regained at least some of her 

composure. The toughest part of allowing others to rant and rave is resisting the urge to 

fight back verbally or interrupt them to try to improve the situation. 

Monitor your body language when tempers flare. Your facial expressions, posture, and 

gestures can work for or against you. Avoid crossing your arms like a drill sergeant. 

Loosen facial muscles and relax your jaw. If you can show that you’re willing to listen to 

others without becoming visibly upset, then they’ll work through their negative emotions 

faster and grow more receptive to hearing your side of the story. 

Steps to Follow When Confronted by an Angry or Upset Individual: 

Time to talk. Defuse the anger of an upset person by giving them time to talk. 

Let the individual say whatever is on her mind, no matter how long it takes. If you’re 

on the phone, remain completely quiet. Be a good listener and let the sender know you 

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are interested in hearing the message. Don’t be tempted to reply or defend yourself 

from accusations. Try to remember that arguments are won on who commands silence, 

not on who yells the loudest. Control your thoughts; you will need a resilient attitude 

to withstand the attack and keep your nervous system intact. 

Reflect back. Listen until the angry person runs out of steam and a few seconds 

of complete silence have passed. When you think you have heard the entire message 

that the angry or upset person is trying to send, reflect it back in your own words, giving 

the individual a chance to confirm that you received the message, or to correct your 

misconception. 

Explain and/or discuss. After you have convinced the angry or upset person that 

you heard the message as clearly and concisely as possible, and have defused her anger, 

you can begin to explain and/or discuss the situation in a logical and rational manner. If 

you sense that the emotion is not defused, it may be necessary to prolong the above steps 

in order to reach a situation that is stable enough to carry on a discussion. 

Morey Stettner, author of The Art of Winning Conversation, suggests that when the 

decibel level of the conversation returns to normal and you feel the other person is ready 

to listen, the first words out of your mouth should express your intent. Following are 

examples: 

“It’s not my intent to cause problems. It is my intent to solve them, 

and that’s my goal right now.” 

“It’s not my intent to make you mad. It is my intent to please you and 

take care of this situation.” 

“It’s not my intent to argue with you—you’re right. It is my intent to 

deliver on my promise and give you the information that you need.” 

An intention statement is designed to reframe a conflict and defuse lingering animosity. 

If you’re sincere in expressing your goal, you can advance the conversation toward a 

mutually agreeable outcome. 

If action is requested. Many people, in their eagerness to end the conflict, start 

advising or offering solutions prematurely. If you promise a solution, be sure you can 

carry it out. Sometimes it is best to promise to look into the situation, then report back 

on your findings within 2436 hours. If the upset person believes that you have promised 

something specifically, she will expect you to carry it out exactly as she thinks it was 

promised. Failure to produce the expected results could lead to angry outbursts later. 

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Reaching Consensus 

“You think you understand the situation, but what you don’t understand is that the 

situation just changed.” Putman Investments advertisement 

Regional leaders meet as a management team and decisions are made through consensus. 

Consensus often is easier to define than to put into practice, and for many, consensus 

is a new decision-making process. Although reaching consensus may require a longer 

discussion period, the outcome is usually positive for participants. 

What Consensus Is: 

• Consensus is an agreement among team members to support each other for the 

common good. It can be experienced only when everyone has participated in the 

decision-making process and can support the final decision. Consensus means that 

even those who do not fully agree can at least support the group decision, if only 

for a trial period. 

• Consensus is flexible. The process of reaching consensus often uncovers thoughts 

and ideas that otherwise might not surface. Through discussion, a more creative 

or different solution is often reached rather than the one originally targeted. Often 

groups find routes to agreements that no one recognized when discussion first 

began. 

• Consensus accommodates varying points of view. Consensus also means that you 

have a voice and can block decisions that you cannot accept. However, you must 

then be prepared to present a viable alternative, not just reject the ideas of others. 

One value of a diverse team is hearing many points of view, which can lead to 

better ideas. Decisions made by consensus brings people together rather than 

polarizing them, as voting often does. 

What Consensus Is Not: 

• Consensus does not mean that team members are 100 percent sold on every 

course of action. Not only will different points of view be expressed, but more 

than one “right” solution may exist. In fact, total agreement on a complex issue 

is rare. To successfully implement any significant change, team members should 

be at least 70 percent comfortable with an action. Be aware that the process of 

reaching consensus can delay a decision. 

• Consensus does not mean saying “yes” when you really mean “no.” It is 

important that team members be honest and forthright in stating opinions. 

Giving your “real” opinion after the meeting, to friends over lunch or in the 

parking lot, defeats the team’s purpose. Lack of commitment and followthrough 

are almost always the result when the “no’s” are not expressed and 

fully discussed during team meetings. 

• Consensus is not majority rule. When the minority is forced to go along with the 

majority, subtle and overt resistance may occur. Consensus decisions require a 

degree of discussion and interchange that doesn’t occur in voting. 

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Trouble-Shooting 

Sometimes the consensus process becomes stuck, a decision can’t be reached, and team 

members become frustrated. What can a team do at times like this? Here are some tips: 

• Return to the beginning of an issue. Ensure that team members have a clear 

understanding of the issues under debate and that they are not disagreeing over 

different issues. It is the responsibility of each team member to keep sight of the 

group’s objective. 

• Ask each member to state her opinion; establish a compromise position based 

on these opinions. If the team is willing to discuss and change one or more parts 

of a proposal, all members of the team may feel comfortable with the outcome. 

For example, if the issue is whether or not to hold a music camp, team members 

might agree on the need for education, but some might be hesitant to appropriate 

funding, think it too late to hire desired faculty, or feel that the region should 

devote time and funding to other projects. By changing one of the elements in the 

disagreement, such as holding the music camp with another region that would 

share expenses and provide several excellent faculty members, consensus might 

be reached. 

• Take a short break to provide private time to think about the issue before 

beginning the discussion again, or leave the issue and return to it later. When 

emotions are high, it may be easier to achieve consensus after a cooling-off 

period. 

• Assign a task force, including the individuals who have the strongest opinions, to 

reach consensus. This strategy allows the team to continue its work while a 

smaller group works on a consensus position. Present the smaller group’s 

recommendations for the team to consider. 

• Change the facilitator. Sometimes the inability to achieve consensus is associated 

with the facilitator. Selecting another member to facilitate the discussion may alter 

the group’s outlook and expedite the process. 

• When consensus is not achieved, it may be appropriate to return the proposal to 

the recommending group for more study and revision. 

Counseling 

As a regional leader, you may find yourself in the role of “counselor.” It is a difficult 

role because it demands a certain depth of self-knowledge, empathy toward others, skills 

in communication, and an acceptance of and belief in yourself as a person who has 

something to offer in a counseling situation. 

Counseling skills are usually required for situations in which the goals of the 

organization, or of individuals in it, are threatened, and the persons in the situation are 

unable or unwilling to resolve the problem themselves. In most cases, you should wait to 

be asked for your help, but sometimes you may feel compelled to intervene before an 

invitation is extended. Check with other members of the regional team to discuss the 

issue and determine the most prudent action. 

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Sometimes, a chorus or individual may select you personally to be the counselor. Some 

counseling situations may require coordinators to refer a person to someone outside the 

team who is more highly skilled. Before agreeing to help, you must decide whether the 

situation is within the realm of your duties. Communication is vital among your team 

members in this aspect. If the area of contention could best be addressed by another 

member of the regional team, notify her, explain the situation, and then remove 

yourself from the situation as tactfully as possible. Never be afraid to seek assistance 

with a problem situation. 

Counseling is a relationship that involves someone seeking help, someone willing 

and capable of helping, and a setting that permits help to be given and received. 

Counseling includes these characteristics: 

• A basic acceptance of the perceptions, feelings, and values of another 

• Confidentiality and privacy 

• Voluntary participation by the counselee 

• A focus on the counselee rather than the counselor 

• Communication, awareness, and sensitivity 

Counseling is not: 

• Giving information, though information may be conveyed 

• Giving advice 

• Trying to change an individual’s attitudes, beliefs, and behaviors by persuading, 

admonishing, threatening, or compelling 

• Selecting and assigning individuals to jobs 

• Interviewing, though interviewing may be involved 

In your role as counselor, you may function in various capacities: 

• You may intervene in a conflict situation 

• You may serve as mediator, helping factions hear and understand each other 

• You may serve as a negotiator, helping bring about certain results or behaviors 

Regardless of the situation and its seriousness, you can follow certain logical steps to 

prepare yourself to act as a counselor: 

• Find ways to develop and polish your communication skills, such as reflective 

listening, giving “I”messages (I think..., I feel...,What I think I’m hearing is...), 

interpreting nonverbal communication, etc. 

• Become familiar with problem-solving and goal-setting processes and with 

conflict management and facilitation techniques 

• Enlist people whose opinions and ideas you respect as sounding boards. 

Sometimes just verbalizing your thoughts and strategies will help solidify your 

thinking. Your sounding board also may bring out other viewpoints that you may 

not have considered 

• If possible, accompany a seasoned counselor on a counseling visit and observe 

how she handles the situation and what skills she uses 

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• Last but not least, develop self-confidence by practicing the skills you learn. Then, 

when a tough situation arises that requires you to act as counselor, you will be 

prepared to do so. 

Attitudes and Actions of a Chorus Counselor: 

• There is no one right or wrong answer 

• Listen 

• Acknowledge feelings 

• Be yourself 

• Trust your intuition 

• Get help! Members of your team or the staff at international headquarters can be 

resources to you 

Following is an outline for making a chorus counseling visit. Note the importance of 

laying the groundwork before the visit. Following these recommended steps can assist 

you in preparing for a chorus visit that is both productive and satisfying. 

Outline for Chorus Counseling 

I. Chapter Visit 

A. Preparation for visit 

1. Talk to the president/team coordinator and director before your visit. 

2. Be familiar with the chapter’s standing rules before your visit. 

3. Assure both sides that you will take charge, keep order, and be fair. 

4. Tell the president/team coordinator that all members are to be informed of the 

meeting (preferably in writing). 

5. Keep in close contact with appropriate headquarters staff to seek background 

information, to discuss options for possible resolution, or to express concerns. 

B. The visit 

1. Format/climate 

a. Meet with the president/team coordinator and the director separately and/ 

or together, as indicated before the meeting. 

b. Inform chorus members present that you are going to take charge of the 

dialog. 

All persons must speak in “I” statements (“I feel,” “I want,” “I 

am angry”). 

Statements made otherwise (“you should,” “you haven’t”) 

will be interrupted and the person will be asked to rephrase 

into an “I” statement. 

 

 

 

No accusatory or sarcastic tone of voice will be allowed. 

After an initial opening dialog, all persons who have not 

spoken will be asked to state an opinion. It is all right to 

“pass” if desired. 

Conduct the discussions with a nonjudgmental attitude. 

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c. Provide an opportunity for members to state their own thoughts and to 

hear the thoughts of others. No one is allowed to speak for others (“I heard 

her say...”). 

2. Outcome of visit 

a. Develop a plan of action with the chorus members. Before leaving the 

meeting, decide on the next step to be taken and how it will be 

implemented. (Note: If you feel stressed in the situation, ask for more time 

before recommending a plan.) 

b. Stimulate open dialog and teach the chorus how to proceed to a healthy 

resolution in the future. Don’t expect to “fix” or resolve the conflict in one 

meeting. 

II. Post visit 

1. Follow up with the director and president/team coordinator for feedback on 

the visit. 

2. Follow up on the implementation of the action plan. 

III. Confidentiality 

1. Assure all chorus members that their comments are confidential. 

2. Do not share details of chorus counseling visits with friends, other regional 

or international personnel, etc. The valid line of communication is to other 

persons counseling the chorus, team coordinators involved in the situation, 

and your designated headquarters contact. 

Chorus Splits 

Sometimes, regardless of your best efforts, a chorus splits and the members separate 

into two choruses. The decision to start a second chorus often devastates many of the 

members involved. Hard feelings will abound and a long healing process may follow. 

Frequently, it is the members left behind who experience the most difficult adjustment, 

watching the members who have left enjoy the challenges and goals of building a new 

chorus. Realize that both groups need your support and assistance. 

When those leaving a chorus wish to begin a new prospective chorus, the subject of 

chorus asset division frequently arises, especially when a significant percent of the total 

membership resigns. Though policy states that the original chartered chapter retains the 

assets of the chorus, the chorus board of directors/management team may divide the 

assets with the departing members following the rules listed below: 

• Appropriate laws and tax rules must be followed. 

• The group leaving must be at least a Sweet Adelines prospective chapter in order 

to receive part of the assets. 

When a split occurs, some chorus members may decide to take a different path and 

transfer to another established chorus or join Chapter-at-Large (CAL) or Member-at- 

Large (MAL). Remind members to transfer their membership before resigning from the 

chorus to which they currently belong. Members of the regional team should be ready to 

answer questions regarding membership options and transfers. 

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Evaluation Process 

Peer Review 

Peer reviews help individual team members see their strengths and weaknesses as 

perceived by those they work with the most. The reviews also provide team members 

with additional insight that will assist them with personal growth and interpersonal 

relationships. 

The regional management team should conduct peer reviews once a year. Each region 

is responsible for designing its own evaluation form (see sample form in the Appendix), 

which is distributed to each regional leader. After completing one form for each team 

member, the coordinators submit the original plus one copy to the Communications 

Coordinator. The Communications Coordinator sends each team member a complete 

set of the seven evaluations that she received from the others on the team. A set of 

evaluations is retained in the files to be used only if the team member chooses to run for 

a team position. The Communications Coordinator will then write a summary of this 

information and provide it to the nominating committee, and to the Regional Leadership 

Committee as appropriate, as part of the confidential potential nominee appraisal 

summary. 

Chapter Review 

April is the time of year when choruses are asked to evaluate the regional management 

team’s overall effectiveness, review its strengths, and identify areas for improvement, 

including regional education programs, regional conventions, and general efficiency of 

operations. 

International headquarters distributes copies of the “Annual Regional Evaluation 

Report” to each chorus in each region. After soliciting information from the chapter 

membership the chapter management team/board completes the evaluation based on 

their perception of the Regional Management Team as a whole. Once the survey is 

completed it can be accessed by International headquarters and a copy of the 

compilation is sent to each member of the Regional Management Team and Regional 

Leadership Committee. 

The Art of Giving and Receiving Feedback 

Providing constructive feedback is not easy. To start, compliment the person you are 

evaluating for what they do well. As you proceed with your feedback, keep the number of 

negative comments or issues to a minimum. Always provide more positive than negative 

feedback; you will achieve better results by reinforcing positive or acceptable behavior. 

When you evaluate someone, criticize the behavior, not the person. Don’t tell that person 

why you think she is performing poorly because she will only react to your judgment. 

Sticking to the specific action or behavior and the negative effects that are the result will 

allow the person you are evaluating to focus on correcting the poor performance. Do not 

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overwhelm the person with every mistake she has ever made; provide her with a small 

number of relevant, and recent, examples. Do not give advice on how to fix the problems 

unless you are asked. Though offering assistance may be appropriate, don’t be surprised 

or hurt if the offer is refused. If your offer is accepted, be gracious in presenting your 

ideas, and work with the person to achieve the desired results. When providing written 

evaluations, remember that your comments may seem more severe because you were 

unable to use body language or tone of voice to enhance communication. 

Receiving feedback, especially negative, is extremely difficult for most people. When you 

know you are going to be evaluated, remind yourself to keep an open mind. Determine 

for yourself how you are going to react. You may decide to follow some suggestions; you 

may decide to take some information under advisement and follow your own course of 

action; or you may decide to ignore the feedback entirely. 

If you receive input that you do not agree with, do not discount it completely. Try to 

determine why the person evaluating you has such a different perception of you than 

you do. You may find the evaluator is right. If not, look at what you do that gives the 

evaluator the wrong impression. Examine what you can do to change that perception. 

Nine times out of 10, you will find that miscommunication, untimely communication, or 

no communication is the problem. 

People rarely criticize with the intent to hurt. Usually criticism is given with the best 

intentions, however it is not always expressed in the most productive manner. Look for 

what is useful and act on it. Most people have no idea that their method of 

communication is not always successful. 

Sweet Adelines International is a volunteer organization. Our members give willingly of 

their time and expertise. We want them to continue giving and feeling good about 

themselves. Since our members and leaders tend to be high achievers, they continually 

look for ways to improve themselves. You should make every effort to ensure that the 

feedback you provide is delivered in a kind and caring manner. Work toward building up, 

not tearing down. 

Governing the Region (Committees) 

As the brain of the regional body, the Regional Management Team (RMT) provides the 

vision, strategic plans and makes the rules and decisions for the region. However, it is 

not the sole responsibility of the RMT to implement these areas. To accomplish the 

work of the region, the RMT should establish a reasonable and effective system of 

committees. These committees are the arms and legs of the regional body. They give 

life to the ideas developed by the RMT. Alone, neither the RMT nor the committees 

can function successfully; together they become whole. Each is dependent upon and 

supported by the other. 

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Choice of Committees 

It is up to the RMT to determine how many and what kinds of committees are needed, 

which will vary from region to region. Per the Standard Form Regional Bylaws, each 

region must establish at least three committees. They are: 

• Nominating 

• Finance 

• Bylaws and Rules 

Other committees may be added at the discretion of the RMT. Each coordinator is 

encouraged to assemble a committee or staff to assist her. Following are some 

typical standing committees found in the regional structure: 

• Awards • Arrangers Coordinator 

• Budget • Chapter Coordinator 

• Chapter-at-Large Liaison • Chair of Regional Convention 

• Distribution/Duplicating • Director Certification 

• Facilities Coordinator Program Coordinator 

• Long-Range Planning • Historian 

• Membership Retention • Membership Growth 

• Public Relations • Newsletter Editor 

• Young Women In • Ways & Means 

Harmony Coordinator 

Special committees, which function only until their tasks are complete, also may 

be appointed. 

Once the committees have been determined, the RMT can appoint either the entire 

committee or appoint the chair only, allowing the chair to select her own committee 

members. Some committees may require only a chair with no supporting committee. The 

RMT will need to predetermine the following before appointing committee chairs and/or 

members: 

• The size of the committee (three to five members is considered the most effective) 

• Funding for the committee and its members (determined early enough to be part 

of the regional budget) 

• Term for the committee and its members (generally one-year appointments are 

best) 

Expectations and Responsibilities 

Once a committee is established, its members will want to know exactly what is 

expected of them. Providing a job description to each committee, whether in paragraph 

form or as a bullet point list (see Sample A) will help the committee understand the 

rationale for its function. Defining expectations will foster member buyin and 

commitment to the committee’s purpose. 

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Effective Use of Committees 

Committees must be empowered in order to do their jobs, and it is the RMT’s 

responsibility to delegate this authority. (For related information, refer to the Don’t 

Wait, Delegate heading in this section.) Regional committees will be as effective as 

you expect them to be, so long as you provide them with the proper tools: 

• Clear responsibilities 

• Reasonable funding 

• Regional resources and support 

Reporting 

All committees, staffs, chairs, and other appointees should report to the RMT on a 

regular basis, which should be stated when the committee is appointed and given its job 

description. Reporting guidelines should be provided to the committee chairs, though 

due to the different natures of committees, they will not all be able to report in the same 

manner. Functioning under the auspices of one of the regional coordinators, the 

committees should report directly to that coordinator, who will then make the report 

available to the entire team. Committee reports fall under two categories: 

Verbal Reports. Made directly to the regional coordinator or to the team, 

verbal reports are best when presented in conjunction with a written report. However, 

there may be instances when only a verbal report is necessary. 

Written Reports. These, too, may be presented directly to the regional 

coordinator or to the team, as requested. It is helpful to the RMT if all reports use a 

similar format and are distributed in advance to the team members. Written reports are 

best for several reasons: 

• Written reports require careful thought in order to include all of the information 

necessary to recount what happened at the committee meeting. 

• Written reports allow team members to prepare properly for the discussion at the 

meeting. 

• Written reports are historical documents that can be attached to the minutes as a 

permanent record. 

• Written reports often help keep meetings brief, yet effective, by minimizing 

unnecessary conversation and discussion. 

• Written reports may prevent your team from “reinventing” what a committee has 

already presented. 

Reports should include, but not be limited to: 

• The committee’s vision 

• Financial considerations 

• Discussion/decision requests 

• Actions/accomplishments 

• Future plans 

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Sample A - Job Description 

Example #1 

The chair of this committee works directly with the Events Coordinator. This committee 

is responsible for ordering chorus medals and ribbons, and securing them to the proper 

cords. The committee determines the physical arrangement for the awards presentation 

and notifies the Chair of Regional Convention (CRC) of any needs associated with that 

presentation. It makes sure that all awards are present at the distribution sites. If 

applicable, this committee purchases director recognition awards and any other special 

awards. This committee also oversees selling extra medals to eligible choruses. 

Example #2 

The chair of this committee works directly with the Events Coordinator. Committee 

responsibilities include: 

• Ordering chorus medals, all divisions, and all applicable chorus ribbons. 

• Stringing chorus medals on cords long enough to fit easily over contestants’ 

heads. Colors are royal blue for first place, red for second, white for third, yellow 

for fourth, and green for fifth. Knots should be secure. Medals should be bunched 

in groups of 10 for easy counting and distribution. 

• Attaching quartet medals to ribbons (same colors as above). 

• Determining physical arrangements for awards presentation. 

• Notifying CRC of needs associated with awards presentation at least 90 days prior 

to the convention (e.g., tables, chairs). 

• Working with Events Coordinator to ensure that all awards are at the appropriate 

distribution sites. 

• Purchasing director recognition awards, if applicable, and any other special 

regional awards. 

• Verifying per item cost, selling extra medals to eligible choruses, and turning over 

extra supplies to appropriate personnel. 

Meetings 

Meetings take time, so it’s important that they are held only when necessary. Meetings 

by conference call are acceptable because they save travel time and money. However, 

physical meetings are practical and necessary when agenda items are complicated and 

plentiful. Physical meetings also are desirable when team or committee members are 

unfamiliar with one another. Watching the interaction among meeting attendees is 

valuable in understanding the differing points of view of those around the table. 

Following are some guidelines for scheduling and holding successful meetings: 

Purpose 

• Ensure the meeting is necessary. A meeting is a team activity where coordinators 

gather to perform work that requires group effort. Do not hold a meeting for 

committee work unless it is a committee meeting. Use your time at meetings to 

work on the vision of the organization. Meet if you require buy-in from other 

team 

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members on an issue, want to use the consensus decision-making process, or want 

to brainstorm new better ideas with the team. 

• Write out the purpose and goal of the team. The team’s purpose is the overall 

reason why the team exists (“to provide musical and administrative education to 

the region”). Goals are the short-term actions the team must carry out to fulfill its 

purpose (“to design a training plan for the next three years involving directors, 

choruses, and individuals”). Once the purpose and goals have been identified, 

write them out and post them. Coming back to these items throughout the meeting 

will ensure that the discussions stay focused. 

• Determine what needs to be accomplished at the meeting. The team should decide 

before the meeting what must be accomplished. Using the example above, if the 

goal is to design a training plan for three years, maybe in this meeting you can 

realistically outline only the process over the next three years; another committee 

will have to be appointed to determine the faculty based on the topics chosen. 

Preparation 

• Obtain reports from all team members that include activities to date as well as 

a summary of their committees’ reports. Reports can be submitted on a form as 

shown in Sample B. 

• Prepare an agenda. Based on the discussion and decision items listed in the 

reports, prepare an agenda using the acronym S.M.A.R.T: 

• Be Specific when stating the goals (discussion and decision items) for the 

meeting. 

• List who is responsible for each of the action items. 

• Include Measurable items, where possible, that tell you whether you achieved 

your goal. 

• Make goals Achievable within reason providing enough of a stretch to move 

forward. 

• Ensure the items are Relevant to the meeting and setting. 

• Provide the Time allotted for each goal and each agenda item. 

• Determine length of meeting. Include a time estimate for each agenda item, then 

review to ensure the meeting is the appropriate length for the items requiring 

decisions and discussion. It may be necessary to call a special meeting or extend 

an additional day if there are more discussion items than time. 

• Distribute agenda. At least one week (preferably two weeks) before the meeting, 

provide team members with the agenda and all attachments necessary so that they 

can come to the meeting prepared. 

• Read all material. As a responsible team member, it is critical that you read all 

materials provided for the meeting. If you need clarification on any of the items, 

speak with the party responsible for the agenda item prior to the meeting. Being 

prepared will help make the meeting shorter and more productive. 

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Sample B 

Team Member’s Name 

Team Member’s Title 

Date 

Regional Team Meeting Report 

Accomplishments since last team meeting: 

• Accepted coordinator’s position 

• Appointed committee chairs and established introductory meetings 

Projects in progress: 

• Preparing outline for upcoming directors’ training session 

Items to be discussed at team meeting: 

• The three-year training plan 

Items requiring a decision from team members: 

• Need consensus that committee outline accurately reflects the purpose of our next 

regional meeting. 

Environment 

• Size of room. The room should be large enough to accommodate all participants 

comfortably, as well as any presentation equipment such as flip charts, white boards, or 

overheads. Consider requesting additional tables to display the vision/mission statement, 

mailboxes, and handouts. 

• Type of table/seating. The table must be large enough to accommodate all of the 

paperwork required as well as any reference material. Theater-style (chairs in straight 

rows) and classroom-style (straight rows with tables) are best for presentations and 

instructional situations where one person, up front, is the focus. U-shaped seating is good 

for training and audio/visual presentations as it is more interactive than classroom-style. 

Hollow-square (a closed square with open space in the middle) works well for 

participation, but is not suitable when audio/visuals are used. Boardroom-style (large, 

oblong table) works well for participation, but may not be well suited to audio/visuals. 

Camelot-style is excellent for participative training sessions and small (eight-10) 

groupings, and allows the facilitator to see all participants clearly at all times. Any special 

requirements of the participants might dictate seating setup. 

• Temperature. It is important to keep a comfortable temperature in the room. Be 

particularly sensitive to allergies (open windows can cause reactions in allergy-prone 

people), the effect of being too warm (tends to put people to sleep), and the dangers of 

being too cold (people could focus more on getting warm than on the conversation). 

• Equipment. When using a recorder to aid in minute taking, be sure to bring 

extra batteries and tapes. A backup recorder might prove useful as well. Position any 

microphones where all voices will be easily picked up. If a computer is used, make sure 

the operator is comfortable, and that sufficient disks and electrical outlets are available. 

Cords should be taped to the floor, if possible, to avoid accidents. Make arrangements in 

advance for special equipment and power cords. If using flip charts, white boards, or 

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overheads, make sure erasers, appropriate markers, equipment, and transparencies are 

within reach. 

Content 

• Agenda order. Format the agenda in a logical progression, grouping discussion 

or decision items of like nature together. Action items need to be first on the agenda, 

followed by problems, planning items, and then information sharing. Change the agenda 

only if the entire team agrees. End the meeting with a summary and next steps. 

• Ground rules. Ground rules keep the focus of the meeting on the issues, not the 

people. Once the rules have been established, either follow them or change them. Some 

sample ground rules are: be an active listener, refrain from interrupting each other, one 

speaker at a time, be punctual, and be prepared. Post the ground rules at each meeting and 

refer to them as needed. 

• Training. Establish some time during each full meeting day for training. Even 

short, five-minute segments can help the motivation and productivity of the meeting. 

• Brainstorming. If possible, set aside time during team meetings to brainstorm. 

Establish the topic and generate new ideas. Take turns to ensure everyone has a chance to 

give her input. Hold comments or criticisms until all ideas have been recorded. Post ideas 

for easy viewing throughout the session. 

• Establish mood/setting. Setting a theme for each meeting helps bring people 

back to the table as well as make it more fun for all involved. For short meetings, a song 

or motivational saying at the beginning and end may be all that is needed. Encourage 

creativity and flexibility by providing stress relievers and exercises that enhance the 

theme of the meeting. After a team has met together a few times, try playing musical 

chairs—ask everyone to sit next to someone they don’t normally sit beside. This type of 

activity will help keep cliques from forming on the team. 

Process 

• Facilitation. Start and end the meeting on time, and take breaks every hour to 

hour and a half. Begin the meeting by stating the goal and review the agenda in case of 

any changes. Encourage team member involvement by asking questions such as, “How 

do you feel about this?” and “We haven’t heard from you yet on this issue.” At various 

points in the meeting, ask someone to summarize where the discussion is and ask if 

the issue has been resolved. Paraphrase what others are saying for clarity; if necessary, 

ask for specific examples. Move the team toward action by asking, “How would you 

propose we get started?” Get the team on track by relating the topic back to the agenda 

or to the team’s goals. Ask for differing opinions by saying something like, “I think 

we’re trying to avoid disagreeing with each other. Who would be willing to voice a 

different opinion?” Test for consensus by asking if the decision is something everyone 

can support. Move toward a decision by indicating that both sides of the issue have 

been voiced and that the time has come to make a choice. 

• Participation. As a team participant, it is crucial that you come to the meeting 

prepared. Read all materials sent in advance and ask for clarification of issues prior to the 

meeting. Actively listen to the issues, even those that do not interest you, and help move 

the conversation along. Ask some leading questions to encourage participation if you 

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feel it is not as interactive as it should be. Offer alternatives and feedback at appropriate 

times. 

• Side conversations. The meeting facilitator can ask those involved in a side 

conversation to share their comments with the rest of the team. Also, a break can be 

called and the facilitator can approach those involved, letting them know how disruptive 

their side conversation is to the meeting. If this issue is a major problem, it can be added 

to the ground rules and referred to when necessary. 

Consensus - Follow these 10 steps for reaching consensus: 

• Submit the topic to the team for discussion along with data. 

• Discuss topic, bringing up questions and solution options. 

• The team decides whether to attempt consensus, length of time to be spent on the 

issue, and what to do if consensus cannot be reached. 

• Differences and disagreements are explored and encouraged. 

• Suggestions and modifications are recommended. 

• Based on the discussion, a new approach is created by the team. 

• The facilitator checks for consensus. 

• If consensus has not been reached, a variation of the idea is requested from the 

team and consensus is checked again. 

• If there is still no consensus, alternatives are sought. 

• If a trial period is agreed to, the test for consensus is again made. 

Feedback 

• Preview next meeting. Upon announcing the next meeting date, preview some 

of the items that will be on the agenda. Outline unfinished business from the 

current meeting, then ask if team members know of any issues that need to be 

addressed at the next meeting. 

• Summarize the current meeting. Briefly summarize the key points of the 

current meeting (possibly captured by the Communications Coordinator), 

especially if specific action items were involved. 

• Critique the current meeting. Ask the team to evaluate the meeting and 

make suggestions on how to improve the next one. 

Follow-Up 

• Action list. On a flip chart or white board, capture the action items from the 

meeting, including parties responsible and due dates. As soon as possible after 

the meeting, send the action list to the team. Incorporate the action list into the 

minutes. 

• Minutes. Set a deadline for distributing the minutes to all team members. The 

quicker the minutes packet is distributed, the stronger the commitment to 

completing the tasks will be. 

• Status. Following through after the meeting is just as important as participating 

in the meeting. Regularly check on the people to whom you delegated projects. 

Foster open communication by periodically updating the team on the status of 

items for which you are responsible. 

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PLANNING FOR THE FUTURE 

“Would you tell me, please, which way I ought to walk from here?” asked Alice. 

“That depends a good deal on where you want to get to,” said the cat. 

“I don’t much care where,” said Alice. 

“Then it doesn’t much matter which way you walk,” said the cat. 

Strategic Planning 

Being a regional leader is a rewarding and challenging role, and in today’s world, it is 

complicated by the speed of change in modern life. The question is not whether a group 

will change, but how? 

The goal of the strategic planning process is to organize the future. A good plan can help 

close the gap between “what is” and “what is wanted.” Preparing a strategic plan is one of 

the most important processes any organization can undertake. Why? Focus, direction, and 

consistency are difficult to obtain—and even harder to preserve—in our environment of 

change and changing leadership. Strategic planning, if done well, provides for all three. 

Strategic plans are not intended to be “all things to all members.” They are designed to 

develop clarity of purpose and to determine how resources should be targeted and 

used for maximum results. 

Begin the planning process with an environmental analysis, an exercise that identifies 

the key external issues and/or trends that could impact the region in the future. When 

thinking about the future, it is important to study emerging trends as well as understand 

the current reality of how the region operates—its strengths and weaknesses. Another 

step in planning for the future is envisioning the end result. Skipping this step is like 

Alice in Wonderland hoping to find her way. The region will, absolutely, find its way, 

but, without a clear understanding of where it wants to go and a road map to help in 

getting there, who knows where it will be? 

The final element in effective strategic planning is the development of a clear 

implementation plan which links the written strategic plan with the current 

operational calendar. It is crucial to remember that a strategic plan is a living 

document that needs to be reviewed and updated on a regular basis so that it can be 

adapted to meet the group’s changing needs. 

Identify Guiding Principles 

Guiding principles are core values in action. Identifying and prioritizing core values is 

the first step in determining guiding principles. The following questions may help you 

and your team members focus on your values: 

• What are the qualities that make your Sweet Adelines life better? 

• What helps you survive, thrive, and prosper? 

• What would you like to have more of in your Sweet Adelines life? 

• What would you miss if it were eliminated from your Sweet Adelines life? 

• What qualities define the person you want to be? 

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Once you and the other regional leaders determine the core values of the region’s 

membership, you can formulate guiding principles for the region. Containing words 

such as trust, respect, discipline, loyalty, honesty, and friendship, guiding principles 

will help keep the region on track toward its goals. Here are examples of one group’s 

guiding principles: 

• We will respect and care for each other. 

• We will work together as a team to be on the cutting edge of medicine. 

• We will continually reassess what we do and how we can better serve and make 

the most of our resources. 

• Our actions will consistently reflect our core values of honor, commitment, and 

courage. 

It is important to write down your region’s guiding principles. Each team member 

should post a copy of the guiding principles in a visible location as a reminder. 

Create a Shared Vision 

The world in which we live is the combined image of all of our human minds. We fly in 

airplanes, own cars and houses, sleep in beds, enjoy air-conditioning, spend money, go 

to work in the morning, not because these actions are a part of the natural order of the 

universe, but because we invented them. First we visualized the next step, then we 

collectively caused it to exist. 

Vision is the ability to see beyond the present reality, to invent what does not yet exist, 

to picture what we want, to imagine the future. We all have some vision of ourselves and 

our future. If our vision is limited (if it doesn’t extend beyond the next Monday night 

rehearsal or the next regional meeting), we tend to make choices based on what’s right 

in front of us. A good example of vision is U.S. President John F. Kennedy’s statement 

about space: “To the moon and back, safely, by the end of the decade.” Vision can be as 

vague as a dream or as precise as a mission statement. In either case, it describes a 

realistic future of something that currently does not currently exist. 

Formulate a Mission Statement 

A group vision sets long-term direction and inspires action. A mission statement is a 

condensed written form of that vision. Mission statements define the groups 

(distinguishing them from other groups), set boundaries, and guard against overextension. 

In writing a mission statement for the region, consider the following: 

• Fundamental reason(s) for the region’s existence 

• Scope of the region’s activities 

• Overall direction for the region 

• General and specific objectives as well as program plans 

• Other publics 

Following is the mission statement for Sweet Adelines International: 

“Sweet Adelines International is a worldwide organization of women singers 

committed to advancing the musical art form of barbershop harmony through education 

and performance.” 

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Does this mission statement answer these questions: 

• Why does this organization exist? 

• In whose interest does this organization operate? 

• What is this organization trying to accomplish? 

Develop Long-Range Goals (Five-Seven Years) 

Goals that flow from the mission statement define what your region will do during the 

next five to seven years. Your team should try to limit goals to no more than five. In 

writing long-range goals, consider the following: 

• A goal statement is a timeless, unbounded statement that describes the condition 

or attribute that we seek to attain. 

• A goal statement does not describe what we will do. 

• A goal statement describes how the world will be different, at least in part, 

because we exist. 

After formulating your regional goal statements, evaluate each one by asking: 

• Is each one necessary? (by itself) 

• Are they sufficient? (as a group) 

• Are they feasible? 

• Are they appropriate? (to be doing) 

A good example of a goal statement is as follows: “Sweet Adelines International will be 

recognized throughout the world as the leading organization for women’s four-part 

barbershop harmony.” 

Develop Strategies 

With a mission statement and goals in place, the challenge to the group is to describe how 

to achieve the region’s vision by writing strategies for each goal. This task will allow the 

group to organize and focus its resources for maximum results. When creating strategies, 

use words such as: 

• Assess • Expand 

• Revise • Advance 

• Develop • Enhance 

• Explore • Promote 

• Upgrade • Identify 

• Integrate • Create 

Each goal should have several strategies or approaches to lead to its accomplishment. 

Smart strategy statements are: 

• Specific 

• Measurable 

• Achievable 

• Relevant (do the guiding principles support this project?) 

• Time sensitive (does it have a deadline or is it one of those things you’ll “get 

around to.”) 

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Problem-Solving 

One of the most challenging aspects for the regional management team is problemsolving. 

At times, the team will have ample opportunity to discuss problems or to plan 

strategies. At other times, there may be little time for deliberation and debate; the team 

will need to act quickly, cohesively, and decisively. The following strategies can help 

your team respond as an effective problem-solving unit: 

• Identify and define the problem—This step is the most important one in 

problem-solving. Be sure to examine all sides of the problem or issue. If necessary, 

redefine the problem as you go to ensure team members agree on the core issue(s). 

• Generate solutions—Concentrate on solutions to the problem, not on the causes. 

It may be difficult to determine a viable solution right away. Initial solutions are seldom 

adequate, but they usually stimulate better ones. Look for solutions that meet the needs of 

all involved, if possible. 

Every team member should help brainstorm possible solutions, no matter how unlikely 

they seem. Do not evaluate these solutions at this point. If the discussion slows, restate 

the problem. Once the team has established a number of feasible solutions, or when one 

solution appears to be far superior to the others, it is time to move on to the next step. 

• Evaluate the solutions—This critical step requires special care. Complete 

honesty is essential. Do any flaws exist in any of the solutions? Are there reasons why 

a solution will not work? Will implementing the solution be too difficult? Is it a fair 

solution for all? 

• Decide on the best solution—When all the facts are exposed, more often than 

not, one solution clearly emerges as superior to the rest. The team’s commitment to one 

solution (consensus) is necessary. Don’t try to push a particular solution on someone 

else. If the solution is not freely chosen and accepted by all, chances are that it will not be 

carried out. When the team appears close to a decision, again state the solution so that all 

understand what is about to be decided. 

• Implement the solution—Once a solution has been agreed upon, set a timeline 

for fixing the problem. If possible, lay out the solution in a series of specific steps. 

Creating a plan will make monitoring progress easier. 

• Designate a person responsible for monitoring the solution— Involving the 

entire team in constant follow-up or supervision of the solution would be inefficient, so 

appoint one member to monitor the job and give periodic progress reports to the team. 

The solution should be open for revision, but one individual should not be allowed to 

modify the solution without consulting with the team and reaching a group agreement. 

• Evaluate the effectiveness of the solution—Group follow-up will enable team 

members to learn about the outcome of their efforts. Not all solutions turn out to be 

wonderful—sometimes weaknesses are discovered. This learning experience will help the 

team avoid making mistakes in the future. 

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Problem-solving is not always easy. Even under the best conditions, the team may run 

into frustrations. Finding an acceptable solution may take more time than expected. 

Individual team members may become irritated or angry with others who will not open 

up and express their ideas and feelings, who are too frank in their criticism of others’ 

ideas, or who are too stubborn in defending their own. However, problems solved by 

teamwork often have longer-lasting and more comprehensive results than those solved 

by one person alone. 

Managing Paperwork 

What’s in Those Files? 

A new regional leader once stated: “The scariest part of my job was inheriting my 

predecessor’s files.” Though said in jest, there is an element of truth. New volunteer 

leaders often shake their heads in wonder as they look through newly acquired files 

containing years of outdated material. Unfortunately, not knowing where to begin, these 

same woman may pass along the files at the end of their service now fattened by another 

year’s collection of paper. 

Isn’t it time you found out what’s in your files? Take a look. Before you begin, ensure that 

you have the supplies you might need such as new hanging files, file folders, file tabs, etc. 

Locate a basket or recycling box for discards. You should aim to discard about 70 percent 

of the paperwork in your files. Don’t panic! Research has shown that people ignore up to 

85 percent of the documentation they retain, and that 45 percent of filed material could 

easily be obtained from duplicate material filed elsewhere. Shout down the little voice 

inside your head that says, “Don’t throw it out. You may need it someday.” Chances are 

you never will. 

Start the cleaning process by discarding files which contain obsolete information. This 

step alone will eliminate a large proportion of your stored paper. Examples of obsolete 

regional files might include projects that never got off the ground, copies of routine 

correspondence, outdated newsletters (unless they contain historical documentation), 

and other information no longer relevant. After discarding obsolete information, go 

through the files and ask yourself: 

• Can I tell immediately by looking at each file label what the file contains? 

• Can subject folders bulging with documents be easily subdivided into smaller 

categories? 

• Can folders containing almost no paper be merged under a broader category? 

• Are there files with the same or similar subject labels causing confusion? 

• Are the files organized so that information can be retrieved quickly and easily? 

• Is there an obvious classification system or are the files organized in a haphazard 

fashion? 

Your files will most likely be organized into one of several classification methods: 

• By subject matter. Many people find it logical to keep documents which contain 

similar types of information together in one file. In setting subject categories, 

beware of defining the category too narrowly. 

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• Alphabetically. Subject categories are normally arranged alphabetically for ease 

of retrieval. 

• By color. Files can be color coded to identify them as belonging to a particular 

category. 

While reorganizing the files, you might find paperwork that logically belongs in the 

filing system of someone else. If you think the documents would be more appropriately 

filed elsewhere, ask the person who will receive the files if they want or need them. 

Although cleaning the files can be a laborious task, know that you have improved future 

information retrieval, reduced frustration, and created room for all the new paper you will 

be generating. 

Retaining Pertinent Information 

While holding a regional office (or chairing a committee), each coordinator is 

responsible for maintaining the records in her custody. The responsibility of determining 

the future value of any record, whether or not it is covered here, rests with the team 

member. When in doubt, consult with your team about which records to retain or 

destroy. Consider the following criteria when deciding whether or not to retain a record: 

• Retain records indefinitely if they pertain to historical or legal documentation. 

• Retain records indefinitely if they document an activity, measure its 

accomplishment, or could aid a successor in these areas: 

- Performing her duties 

- Making decisions 

- Arriving at timely and accurate solutions to problems 

Following is a recommended list of the documentation that should be included in every 

regional coordinator’s files: 

• Regional Management Team Handbook • Regional standing rules 

• Standard Form Regional Bylaws** • Regional strategic plan 

• Policy Book* • Chapter Guide* 

• Minutes of team meetings (one year) • Correspondence pertinent to your 

• Regional budget position 

• A list of international staff contacts** • Regional and international 

• Listing of all Sweet Adelines directories 

International Regional Coordinators • Last several issues of the regional 

• Last several issues of the newsletter 

Regional Leaders’ Newsletter** 

Additional documentation should be kept by regional coordinators pertinent to their 

position. Examples include: 

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Rules for Reaching Consensus by Steven Saint 

Internationally generated publications (last four issues of each): 

The Pitch Pipe** 

Forward Motion Newsletter** 

Pipe Line Newsletter** 

International Beat (combined newsletter for International Music Arrangers, 

Judges and Faculty)** 

Minutes of team meetings (ongoing file) 


Standard Form Chapter Bylaws** 

Internationally generated newsletters (last four issues of each): 

Forward Motion Newsletter** 

Pipe Line Newsletter** 

International Beat** 


Real Guide to Growth* 

Steps Toward Chartering (program for prospective chapters)** 

Meetings Made Easy by Gregory Carter 

Competition Handbook (a copy of which is included in the Chapter Guide, 

Competition section) 



Guidelines for Regional Conventions 


All tax and financial records 

Team minutes from the last 12 months 

Reports pertinent to the office of Finance Coordinator 





Steps Toward Chartering (program for prospective chapters)** 

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Prospective Quarterly** 

Chapter officer lists (current fiscal year) 

Chapter newsletters (current issues) 





Robert’s Rules of Order, Newly Revised 

A master calendar 

*Available from the international sales department, 877-545-5441, 918-622-1444 or 

www.sweetadelineintl. org/shop.cfm. 

**Available online at www.sweetadelineintl.org. 

Tips for a Clear Desk 

Getting organized—it seems like a daunting task. What will you do with all the 

information you receive from regional training sessions, not to mention the daily flow of 

mail from your own mailbox? Here are some tips: 

• Find one location in your home from which to operate, whether it’s an entire room 

converted to an office or a card table in the corner of your kitchen (by the phone). 

Conduct as much of your Sweet Adelines business as possible from this location 

and alert your family that the space is off-limits. 

• Find a location for your files near or in your office area. Your system can be as 

sophisticated as a four drawer file cabinet or as creative as stacked plastic file 

crates. 

• Beware of writing notes on the backs of envelopes or little pieces of paper. What 

happens to them? If you’re like most people, you’ll lose some of them or wonder 

who you were supposed to call at the phone number labeled “important.” Save 

yourself a headache and place the information where you’ll be able to find it. 

Quickly label and file the information in a folder under a specific category, or 

write information needed for quick reference on a post-it note and display it 

on a bulletin board near your phone. Use your desk calendar to remind you of 

important deadlines and upcoming actions that you can’t do today. 

• Open your mail promptly, read it, and sort it using the TRAF system. Make it 

your goal to handle a piece of paper only once. 

• T = Toss. We keep more than we need. More than 80 percent of papers 

that are filed are never retrieved. 

• R = Refer. Communicate with the person who should handle the request. 

Follow up with that person to ensure items were completed. 

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• A = Act. Reply via phone, fax, or email to the request. If your schedule 

will not allow you to act today, mark on your calendar the deadline for 

the task, and note in which file the background information can be found. 

• F = File. 

• Keep a running record on a notepad of phone calls made and received. Date the 

calls and briefly describe them. You’ll be amazed at how many times this record 

will serve as a reference or jog your memory about some action that needs to be 

taken. 

• Keep a photocopy file handy for items to be copied; make copies weekly to 

distribute or file. 

• Pace yourself. Don’t let paperwork stack up and then look at it in a panic a month 

later. Set aside a couple of hours per week to keep on top of your mail and reports. 

Your Relationships 

The kind of memory that your term as a regional coordinator will evoke in the years to 

come depends more on how you do your job rather than what you do in the job. Your 

relationships with the other leaders on your team as well as with your chorus and 

international contacts can help or hinder your ability to do your job. 

Relationships with Team Members 

Finding team harmony takes time, but it is an important goal to pursue. If team members 

are having trouble getting along, they will not come close to achieving their true potential 

as a team. You can help group interaction by being positive, developing a sense of fair 

play, showing respect for others’ opinions, and keeping a sense of humor. 

One of the first steps you can take toward forming good relationships with your team 

members is to become familiar with each coordinator’s job description. (See Matrix of 

Responsibilities located in the Appendix section of this handbook.) It is essential that you 

and your teammates define specific areas of responsibility early in your terms, while at 

the same time acknowledging the overlap among your responsibilities. The key is mutual 

understanding about who will do what. Once primary responsibilities are agreed upon 

and understood, play your position. Learn what’s expected of you—duties, standards of 

performance, time frames, and deadlines. 

Teamwork, by definition, implies interdependence. Others on the team depend on you for 

their success, their effectiveness. Because teamwork carries an element of risk, even in 

the best of circumstances, it’s important to protect and nurture the trust level. If others can 

count on you to be there and fulfill your responsibilities, the team will grow. If you are 

careless about covering your assignments, teammates will have to abandon their duties to 

bail you out, lowering their trust level in your abilities. When each member of the team 

does what’s expected of her, the team achieves a coordinated effort. 

Sometimes you will need to cover for teammates, since everyone needs a little help now 

and then. Show grace by forgiving teammates who make a mistake, and share the spot 

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light when you’ve achieved success. Be willing to compromise and share some of the 

time, rather than insisting on having your own way. 

Relationships with Regional Staff/Chairs 

Be understanding! Be encouraging! After all, Sweet Adelines is a hobby, and personal 

problems can play havoc with even the most efficient Sweet Adeline. Always appreciate 

the effort put into a job, even if the results are not as complete as you had hoped. If 

someone goofs, point it out with as much understanding as possible. 

If a regional staff person assists you with your responsibilities, put your coaching and 

delegation skills into practice. Each person on your staff is a potential regional 

coordinator. Help her grow by assigning her a valuable project, making sure she 

understands/knows how to do it, and giving her credit when the job is complete. Don’t 

be offended if a worker has ideas completely opposite to yours in how to get the job 

done. Give her a chance to expound her ideas—they might work! 

Relationships with Choruses 

As a member of the Regional Management Team, you may have more opportunities to 

participate in chorus events and visits. As a representative of the region, each chorus 

in your region will expect you to be impartial and supportive when making a visit or 

attending a show or charter party. Before making a visit, communicate with other team 

members to learn more about the chorus and its activities. Sometimes an unwary 

regional leader becomes involved in a chorus conflict that she didn’t realize was 

brewing! As a guest of the chorus, show dignity to your office by wearing proper attire 

and displaying a warm smile. Follow up your visit with the appropriate communiqué 

depending on the reason for your visit: a report, additional information, or a warm, 

friendly note of thanks. If you think the chorus would benefit from scheduling further 

regional assistance, talk with your Education Coordinator. (If you are the Education 

Coordinator, make a note to discuss with the team.) 

What about your relationship with your own chorus? Chorus members were probably 

proud when you were elected/appointed to the regional team. However, don’t be 

surprised if this glow felt by your fellow chorus members fades. They will become 

accustomed to your new office after a few months, and will grow tired if you expect 

special favors and recognition week after week. Make a mental note to save your advice 

on procedure until it is requested; then, everyone will be more likely to listen to you. Your 

duties as a member of the regional team will require much of your time and energy; you 

may have to slow down your chorus responsibilities. If you feel pressured to juggle more 

than you can handle, share this concern with your chorus members. 

Relationships with International Headquarters and International 

Committees Contacts at international headquarters are important as staff can 

provide you with invaluable information, service, and support that will help you in 

carrying out your responsibilities. You will find staff is approachable and eager to 

assist. 

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The Regional Leadership Committee (RLC) closely monitor regional affairs, and 

are instrumental in making recommendations for the appointment of the Education 

Coordinator. (The RLC reports to the International Board of Directors.) Regional 

coordinators are encouraged to keep in contact with members of the RLC and to 

bring to the committee’s attention any regional concerns or suggestions. 

While you are always free to communicate or consult with the International President, the 

International Board of Directors, and the Regional Leadership Committee, remember that 

these volunteer leaders do not reside in Tulsa, Oklahoma, but in many different areas, 

some far from headquarters. Also, some of the international leaders travel widely as 

coaches or as members of the international faculty. Therefore, for prompt response on 

routine information or requests, communicate directly with international headquarters. 

Members of the regional team will have several opportunities to interact with the 

International President, the International Board of Directors, and with members of the 

Regional Leadership Committee at AHA and the President’s International Update at 

international convention. 

Relationships with Visiting VIPs 

When an honored guest, such as the International President, a past international 

president, an international board member, or any other dignitary inside or outside of 

Sweet Adelines International, attends your regional event, treat her with the courtesy 

she is due: 

• Upon learning that a visit by a VIP is scheduled for your region, contact her to let 

her know that the region is looking forward to the visit. Ask the visitor if she has 

any special needs: teaching aides, equipment, special dietary considerations, etc. 

• Offer to make hotel reservations for your expected guest. Meet her at the airport, 

train or bus station, or at her hotel if she prefers. 

• Inform the VIP of any unexpected changes to the schedule, or if you would like 

her to attend a special event. Don’t be offended if the guest is reluctant to make 

the unexpected changes; search for a resolution that benefits all parties. 

• Introduce the guest before and after your regional meeting or event. Latecomers 

may not have had the opportunity to meet the guest earlier. Also, introduce any 

other special guests from outside the organization who might be present. 

• Seat the guest at a head table or in a reserved seating area. 

• Take care of your guest until she leaves your city. 

The End Result 

The end result of nurturing your relationships is your own personal growth. You also 

will, undoubtedly, make many new friends and win the respect of your team and regional 

members. Remember that building relationships requires trusting others to give their best, 

having empathy and understanding, being flexible, and keeping a positive outlook! If you 

don’t always meet your own expectations, forgive yourself and try again! 

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Team Development 

Decision-making teams are among the most powerful forces on earth. Teams erected the 

Golden Gate Bridge, climbed Mt. Everest, unraveled the secrets of DNA, and launched 

spaceships to the moon. However, dysfunctional teams spawned the Bay of Pigs debacle, 

overlooked faulty equipment in the Challenger disaster, and blew up the Oklahoma City 

Federal Building and World Trade Center. It is obvious that effective decision-making 

groups can achieve synergy—that law-of-physics-defying state in which the whole is 

greater than the sum of its parts. What, then, are the critical elements to creating effective 

decision-making groups that also avoid group pitfalls such as “free riders” or 

“groupthink?” More importantly, how can our Regional Management Teams (RMTs) 

develop into powerful and effective decision-making groups that will accomplish great 

feats? 

Before exploring issues of team development, it is essential that RMT members gain 

some understanding of group process. The following model of small group behavior is 

appropriate in depicting the inputs, process, and outputs of any decision-making group: 

An Open-Systems Theory Model of Small Group Behavior 

The following paragraphs discuss the principle elements of the small group model— 

personal characteristics, situational characteristics, and group process—and include 

suggestions for team development activities as RMTs implement the new team structure. 

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Personal Characteristics 

Every member of the team brings her own set of experiences, personality, and 

problem-solving approaches to the decision-making table. The issue, then, for teams is 

heterogeneity vs. homogeneity. The more heterogeneous (different) the group members 

are, the more resources, talents, and perspectives that can be focused on the problems 

facing the group. Thus, heterogeneity generates creativity and synergy. On the other hand, 

a heterogeneous group is at a greater risk for internal conflict and lengthy meetings. 

The more homogeneous (similar) the group members are, the more likely they will view 

a problem in the same way, allowing for quicker decision-making. Thus, homogeneity 

provides for team cohesiveness and quicker decision-making. On the other hand, a 

homogeneous group is a greater risk for “groupthink”—assumptions of unanimity, 

discounting of negative information, and pressures to conform to group norms. Which is 

best? Most experts agree that effective decision-making groups should be heterogeneous 

in perspectives, abilities, and problem-solving styles, but homogeneous in purpose and 

mission. 

Activity: 

Before convening the first RMT meeting, survey team members to determine their 

different approaches to problem-solving through such devices as Kolb’s Learning Style 

Inventory, the Myers-Briggs Personality Inventory, or the Colors Personal Assessment. 

(See Bibliography for information regarding sources of these surveys.) 

Situational Characteristics 

Size and Rewards 

The most effective decision-making groups are small, about seven to 10 members. 

With eight members, the RMTs are appropriately sized. Rewards for RMT members are 

intrinsic—team members participate because of a personal need to contribute, and goalachievement 

tends to be its own reward. 

Type of Tasks 

Group tasks can be categorized into three types: 

• Additive—task in which the group’s performance is a function of all members’ 

efforts aggregated. An example is a tug-of-war team or a choral group. 

• Disjunctive—task in which the group’s performance is a function of the best 

single performer (only one has to perform well). An example is a research team 

seeking the “one right answer.” 

• Conjunctive—task in which the group’s performance is a function of the worst 

single performer (all members must perform well for the group to excel.) An 

example is a professional basketball team or a team of surgeons. 

Tasks performed by RMTs are primarily additive, in terms of the roles or responsibilities 

of each team member, and conjunctive, in terms of the decisions that must be made at 

RMT meetings. Therefore, it is essential that each member contribute equal effort and 

view herself as an equally important member of the team. 

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Group Structure and Process 

The critical elements of group process include cohesiveness, communication, decisionmaking 

procedures, task behaviors, maintenance behaviors, and group norms. 

Cohesiveness is determined by the extent to which members desire to remain in the 

group and maintain the closeness of the group. Effective teams are typically “wellbonded,” 

and members see themselves as a unit. Two of the most effective group 

bonding agents are: 

• Between-group competition (for example, the team jointly provides “rah-rah” 

support for its regional contenders at international competition) 

• Frequent interaction (for example, team members frequently socialize and 

participate in other opportunities to get to know each other.) 

Communication refers to the pattern of talking within the group (who talks to 

whom, how often, how long, who talks after whom, who interrupts whom, and the 

nonverbal messages that are transmitted, either consciously or unconsciously.) 

Effective groups display communication patterns that include minimal interruptions, a 

norm of allowing members to complete their thoughts, and frequent interaction and 

feedback. 

Activities: 

• Ask an observer to create a “sociogram” to identify communication patterns 

within the group. 

• Facilitate Listening Trios to practice active, nondirective listening and feedback. 

(See Bibliography for details about sources.) 

Decision-making procedures can vary from no decision at all to consensus. The 

decision-making procedure favored by effective teams is consensus. However, achieving 

consensus is time-consuming and requires careful attention to consensus-seeking guidelines 

such as the following: 

• Avoid arguing blindly for your own opinions. Present your position clearly and 

logically, but listen to other members’ reactions and consider them carefully 

before pressing your point. 

• Avoid changing your mind just to reach agreement or to avoid conflict. Support 

only the points with which you are able to agree. Yield only to positions that have 

logically sound foundations, and that do not compromise your principles. 

• Avoid conflictreducing tactics such as voting, tossing a coin, averaging, or bargaining. 

• Seek out differences of opinion. Try to involve everyone in the decision process. 

Disagreements can enhance the decision-making process because a wide range of 

information and opinions are brought to the table, often allowing the group to find 

a more viable solution. 

• Do not assume a win/lose outcome when discussion reaches a stalemate. Instead, 

look for an acceptable alternative for all members. 

• Discuss underlying assumptions, listen carefully to one another, and encourage 

the participation of all members. 

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Activity: 

Participate in several short exercises in creative decision-making. Helpful and fun 

exercises can be found on the internet and in books on decision–making and leadership. 

Task-oriented behaviors are the actions that keep the group on track toward 

accomplishing its goals. Task behaviors include initiating discussion, seeking and giving 

information, clarifying and elaborating, and summarizing. 

Maintenance-oriented behaviors are actions that focus on process issues as well 

as on keeping the group cohesive, happy, and harmonious. Maintenance behaviors 

include gate keeping, encouraging involvement, harmonizing, compromising, and 

testing for consensus. It is essential that members of RMTs adopt individual 

responsibility for ensuring that both task and maintenance behaviors are exhibited. 

Group norms are standards of behavior that are expected of, and accepted by, group 

members. Group norms can be very beneficial to the team’s success. For example, a norm 

of not interrupting while listening can help the team hear all points of view. Even a norm 

of playing devil’s advocate can be very beneficial in helping a team avoid “groupthink.” 

Activity: 

Any of several “values clarification” exercises will help a group understand the 

standards of behavior that are shared by its members. A simple exercise is to ask the 

team members to brainstorm all the behaviors or issues they believe are important to 

the group, post the results, and vote on the top 10 items. Individually, sort these 10 

items into four categories: 

A - I value this behavior highly, and the group exhibits it strongly. 

B I don’t value this behavior as highly, but the group exhibits it strongly. 

C - I value this behavior highly, but the group does not exhibit it strongly. 

D I don’t value this behavior as highly, and the group does not exhibit it strongly. 

Category A represents the group’s culture, or shared values, while Category D is 

actually of little concern to the group. Category B is an issue for the individual team 

member because she does not share that particular group value. Category C should 

become the focus of any team development activity because it represents values that 

need to become a part of the standard behaviors of the team. 

Sources of Conflict Within Groups 

Groups, or teams, develop in stages, from forming (the initial getting together), storming 

(conflicts arising because of struggles over roles and power issues), norming (acceptance 

of roles and standards of behavior), and performing (the accomplishment of team goals). 

Effective teams work through the storming phase as quickly as possible, moving steadily 

to norming and performing. 

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Reducing the storming time requires focusing on four potential sources of conflict within 

groups: goals, roles, procedures and interpersonal issues—in that priority. By focusing on 

mutually established goals first, then clarifying roles and responsibilities, while allowing 

members to follow their own methods for accomplishing tasks, most teams find that 

the interpersonal issues take care of themselves. Unfortunately, groups in conflict tend 

to place more emphasis on procedures and interpersonal issues rather than on the more 

important goals and roles. Remember the “80/20 rule”: we spend 80 percent of our time 

working on issues that only pay off in 20 percent of our results. 

Using Technology 

Over the past 100 years, technology has progressed far beyond what any of our 

grandmothers could have ever imagined! Yet, as far as we’ve come in this century, our 

current technological state will at least double in the next few years. Just to keep up with 

our children’s technical capabilities will be a challenge. 

Using and understanding the technology now available is not an option, but a necessity 

for busy members of the Regional Management Team. To facilitate your job as regional 

coordinator, make the most efficient use of the technological tools available today: 

Email 

Email is now a way of life. Whether you are someone who is online all day, or a 

person who checks email only a few times a week, email has improved the way we 

communicate with our regional members. Many RMTs now conduct business and 

make decisions by email, rather than waiting until the next meeting. Please refer to the 

Communications Coordinator chapter of this handbook for more about emailing. 

Telephone 

o Check your voice mail regularly and respond in a timely manner. 

o Conference calls are less expensive and sometimes more efficient than making 

arrangements for and traveling to physical meetings. Here are some general steps to 

follow when setting up a conference call: 

• Making the connection – Conference calls can be connected by two basic 

methods. One way is to reserve a call through a teleconferencing contractor. 

You specify the date, the time (including the time zone), and the names and 

telephone numbers of the participants. A second method which you may find 

more convenient allows participants to call an 800-number from wherever 

they are to be connected to a reserved call. This call-in feature provides 

maximum flexibility to all participants because they do not have to be tied to 

one phone to participate in the call. 

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• Preparing the agenda – As with any agenda, ensure that the discussion items 

are assigned and that knowledgeable people report on those items. Distribute 

the agenda in advance so that participants have adequate time to study the 

topics. 

• Initiating the call – Start the call on time. If necessary, the facilitator can 

update a tardy participant following the call. Begin the call with an 

enthusiastic opening and a reminder of teleconferencing protocol (stating 

names before contributing to the discussion, keeping background noise to a 

minimum, and keeping comments concise and focused). Provide instructions 

on what to do in the event of a disconnected call. 

• Planning participation – Plan the content and format of the conference call in 

a way that encourages active participation. Stay focused on the agenda, and 

limit the call to an hour-and-a-half. If participants begin to lose energy and 

focus, allow them to take a phone break by setting the phone down for five 

minutes. 

• Staying on track – Using direct language such as, “Please turn to page 8 of 

Sylvia’s report,” involves participants and focuses everyone on the same 

material. Call participants by name when asking questions or responding. 

Occasionally, ask open-ended questions such as, “Before we end discussion 

on this agenda item, do you have questions or comments?” 

• Assign a participant to take minutes – It’s just as important to keep a record 

of what was said, who said it, and what action was taken during a conference 

call as in a physical meeting. The question often arises of whether to tape the 

meeting for the purpose of the minutes. Because the legality of taping phone 

calls varies from state to state, it’s probably not a good idea to tape these 

conversations unless participants are notified in advance and everyone is in 

agreement. 

Fax 

Although no longer as common as in the past, faxes are handy for agendas, schedules, 

forms, and similar documents. Most fax machines will send a confirmation notice to let 

you know the fax was sent successfully. Computers often include internal fax programs, 

so it is not necessary to print a copy and fax it. Simply select the fax command instead of 

the print command. 

Internet 

• Host a regional Web site. Include maps and directions to each chorus in your region. 

This site should also include information about upcoming regional events such as 

schools and contests. Link the page to other a cappella groups including Sweet 

Adelines International (http://sweetadelineintl.org) and choruses within your 

region. You also may wish to include quartet sites, Harmony, Inc., or local chapters 

of the Barbershop Harmony Society. Link up with other regions and share as much 

information as possible. 

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• The Internet is a great resource for all kinds of educational materials. Learn to use it 

as if it were an “in-house” library. 

• Use Facebook and YouTube as valuable marketing and communication tools 

— a great way to reach out to younger potential members. 

• Establish egroups within your region to make communication more efficient and 

faster. Types of e-groups to consider: 

• Full region (all members) e-group 

• Directors e-group 

• Presidents/Team Coordinators e-group 

• Finance Coordinators e-group 

Hardware and Software 

• If the regional budget allows, purchase a laptop computer for your minute taker. 

Laptops are invaluable tools, and greatly speed up the process of taking the minutes 

of a meeting and publishing them for all the participants. Amazon and Tiger Direct are 

great sources for buying laptops at lower costs. 

• Your team should discuss what kinds of computer software it wants to use for the 

recordkeeping of the region. The options are plentiful, but you will want to consider 

purchasing software for accounting/bookkeeping, word processing, data processing 

(database), and presentations. 

• Remember that not every member of your region has or wants a computer. Be 

mindful to keep everyone in the communication loop. If you send a message to all 

chorus directors and you know some do not have email, print the message and fax it 

or put it in regular mail. 

Technology Tools 

The following is a collection of helpful Web sites: 

Software Education 

lynda.com Software instruction site – for $25/month, learn just about any 

software application 

creativecow.com 

Tutorials for practically every creative software application used 

today from desktop publishing to photography to web design. 

Communication 

www.EasyConference.com 

ww.freeaudioconferencing.com 

www.skype.com 

Free conference call-in numbers - no setup fees 

Free conference call-in numbers - no setup fees 

Use your computer to call anywhere in the world 

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Photographs Clipart, and Fonts 

iStockphoto.com 

dreamstime.com 

shutterstock.com 

fresherimage.com 

dafont.com 

whatthefont.com 

Inexpensive royalty-free stock photography 

$1 stock photography 

$159 per month (as opposed to $225 per picture). You can 

download 25 photos per day. Best if you have a need for a large 

quantity of photos. 

Large selection of clipart 

Download unusual fonts – see what your text will look like before 

you buy 

Upload a scanned image of an unknown font and find the font 

name or a close match 

Proofreading/Editing Help 

editavenue.com Direct access to hundreds of professional copy editors and 

proofreaders 

Printing Services 

cafepress.com 

48hourprint.com 

Gotprint.com 

Vistaprint.com 

Inexpensive color printing 




Web site Hosting, Domain Registration, and FTP 

www.ixwebhosting.com For hosting and domain registration - includes FREE Site 

Builder tool. 

www.godaddy.com For hosting and domain registration - includes FREE Site 

Builder tool. 

www.dot5hosting.com 

www.hostmonster.com 

www.doteasy.com 

www.smartftp.com 

For hosting and domain registration - includes FREE Site 

Builder tool. 


Builder tool. 


Builder tool. 

FTP (File Transfer Protocol) program for uploading files to 

hosting locations 

Web site Help 

CTC_Forum@yahoogroups.com 

webstyleguide.com 

http://ict.cas.psu.edu/Training/ 

instrmats/BasicDesign/Begin.html 

webdesignfromscratch.com 

Email group for Communication Coordinators 

Basic information about putting together a Web site 

Basic information about Web site development 

Basic information about Web site development 

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Time Management 

Each of us has the same amount of time in a day no matter who we are or what position 

in life we hold—24 hours in a day, 168 hours in a week, and 8,760 hours in a year. Yet, 

some people accomplish much within a given period of time, while others accomplish 

little and bemoan their “lack of time.” Those who are most successful in effectively 

managing their time have a desire to do the task at hand, and have learned how to 

analyze, plan, and commit to a course of action. As basic as these time management 

principles may seem, they are not always easy to implement. 

Establish Goals 

Most people achieve because they have a plan. An important part of planning is deciding 

on a goal (or goals). A goal can be defined as “the end toward which effort is directed.” 

A goal should include the following elements: 

• Goals should be specific, not fuzzy or abstract. For example, don’t say, “I want 

to be financially secure,” but instead say, “By January 31, I will enroll in a 

computer software class which will enable me to advance in my job.” State the 

goal positively; the goal should be something you are going to do as opposed to 

something you want to do. 

• Goals should be achievable. Consider the necessary resources to achieve the goal 

such as money, time, or people to assist you. 

• Goals should be measurable. Include in your goal some type of measurement so 

you can stop, evaluate, and in some way calculate your progress. 

Once you have established your goals, determine tasks that will help you reach your 

desired result. Check occasionally that your tasks (activities) are leading to your goal. 

Make corrections to keep yourself on course. After listing the tasks necessary to reach 

your goal, arrange them in the most effective sequence. Sometimes the order in which a 

task is accomplished is not essential to the goal, while at other times it can be important 

to its success. Spend as much time as possible in activities that support your goals. 

Get Organized 

We have all uttered that well-worn phrase, “I’ve got to get organized!” Although we 

know that becoming better organized would make life smoother and less harried, we often 

fail to make the necessary changes. Following are conditions that affect your ability to 

organize: 

Time Wasters distract us from completing projects that have more value and 

importance. We tend to blame others for wasting our time when it’s really our own 

fault; we blame our problems as being externally generated. Yet, when common time 

wasters are listed, it’s obvious many of them are internally generated: inability to say 

no, socializing, ineffective delegation, lack of self-discipline, personal disorganization, 

or indulging in perfectionism. Be aware of the habits you have acquired that hinder your 

progress, then take action to overcome them. 

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Biocycles—natural body rhythms—affect productivity. We all have times 

when we are highly productive and other times when we can accomplish little. Some 

individuals are most productive in the morning while others perk up in the afternoon. 

While many theories on the influence of biocycles exist, we have ample evidence of our 

own individual performance cycles. Try to accomplish your more difficult tasks during 

your peak activity time. 

Procrastination—Most of us find it easy to do certain tasks and difficult to 

accomplish others. Tasks that appear to be too big, too hard, or just plain unpleasant are 

frequently postponed. However, avoiding unpleasant tasks does not make them disappear, 

and often assignments become more worrisome as time passes. Following are three ideas 

to help motivate you when facing those less than desirable tasks: 

• Break the project down into segments. Once you complete part of the project, the 

remaining segments will seem more manageable. 

• Take on a difficult or distasteful project when you are in a period of peak 

performance and are best able to concentrate. Keep distractions to a minimum. 

• Announce publicly when you anticipate completing the task. The deadline will 

give you an incentive to achieve the goal to which you have committed. 

Setting Priorities 

Setting priorities is one of the most important aspects of time management. You may have 

heard of the Pareto principle, which was originated by Italian economist Vilfredo Pareto, 

that states that 80 percent of your results come from 20 percent of your activities. In 

other words, learn to concentrate your best efforts on the most rewarding results in order 

to make the most effective use of your time. Many time management experts use a box 

matrix divided into four parts (as seen in the following illustration) to evaluate and rank 

tasks by importance and by urgency. Although these two words may seem to have the 

same meaning, they are different. “Urgent” involves a short deadline, while “important” 

conveys a high payoff for completing the task. Therefore, what is urgent may not be 

important, and what is important may not be urgent. 

Low 

High 

Urgency 

When prioritizing tasks, begin by visualizing or drawing the matrix, then identify into 

which of the four segments each task will fall. This activity will indicate where to focus 

the majority of your time and effort. For example: 

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High importance and high urgency: Do it now! The hotel contract for the 

regional convention has just arrived for your signature. The hotel is holding the space for 

one more week before releasing it to another association. Sign the contract today and take 

steps to ensure that it is promptly delivered to the hotel. 

High importance and low urgency: Do it later. 

As Education Coordinator, you just received registration materials for the state NAfME 

(formerly MENC) convention in which you plan to exhibit. The deadline is a month 

away, and you want to discuss details with the YWIH coordinator next week. File the 

letter for action following next week’s meeting. 

Low importance and high urgency: Delegate when possible. You just received 

an urgent fax from a chorus president wanting some financial information for a board 

meeting the chorus is holding tonight. Call your Finance Coordinator and ask that she fax 

the appropriate information to the chorus president. 

Low importance and low urgency: Discard or ignore. In today’s mail, you 

receive a brochure titled, “Mexico: Your Vacation Destination.” Realizing this vacation is 

presently a fantasy, you toss it into your wastepaper basket. The phone rings. It’s a 

regional management team member who calls to say that she has decided she can’t 

support a decision made at the recent meeting. You listen politely, but remind the member 

that the issue has previously been discussed at the meeting and you are sorry if the 

member has since changed her mind. After the call, hang up and turn your mind to more 

productive tasks. 

Most people spend too much time doing tasks that are urgent, but not important, or tasks 

that have little urgency or importance. These types of tasks are usually easy, quick, and 

provide a temporary sense of accomplishment. However, it is more effective to tackle the 

urgent and important tasks first as they provide the greatest payback. 

Don’t Wait, Delegate! 

Delegation is a key management tool, a skill that can make the difference between 

success or failure. The definition of delegation is getting work accomplished through 

the efforts of others. While delegating might initially seem like a method to avoid doing 

the work yourself, effective delegation is not only practical, but critical to effective 

management. No matter how much you enjoy watching your Superwoman cape flutter 

in the breeze, neither you nor the team can do it all. 

When a job is delegated, another person benefits directly by being given the opportunity 

to grow and learn new skills. Delegating a project may involve some risk-taking such as 

acknowledging other ways of completing tasks, or developing a reasonable tolerance for 

occasional mistakes or unexpected outcomes. 

To become a successful and experienced delegator, examine your attitude. The key is 

to be willing to delegate to others to obtain the best outcome; letting go is the operative 

action. Delegation is a learned process that takes thought and planning. Here are some 

guidelines for successful delegation: 

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• Select the right person for the job. Know what the job entails, then 

seek out the individual who is most skilled and willing. For example, give a chorus 

member an assignment on the regional level that would broaden her understanding of 

the regional structure. Show the volunteer that you are willing to let her try new tasks. 

• Once you select the individual to whom you will delegate, give that 

person all the information and resources she needs to get the job done 

successfully. If she will be interacting with other committees or groups, give her the 

contact information. 

• Once you have delegated the assignment, let the person do it in her 

own way. Don’t impose your own methodology. Try to supervise from a distance. 

• Set specific deadlines. Don’t be vague about reporting and due dates. 

• Encourage free flow of information and keep communication lines 

open. Ask for feedback to make certain the individual understands her assignment and 

your expectations. As her “supervisor,” you cannot shed your final responsibility: The 

outcome of the delegated task is yours. 

• Give full authority to the person you have chosen to accomplish 

the task. Turn over the entire job, not just the parts you don’t want to do yourself. Be 

clear about who is accountable and responsible. Stand up for and support the people to 

whom you delegate. Let others know that your delegee has been given the authority to 

get the job done. 

• Offer guidance and advice without interfering, but point out where the 

difficulties may lie or who the individuals are that may attempt to throw stumbling blocks 

in the delegee’s path. 

• Establish a system of controls. Set conditions and terms. If a delegated 

assignment is not meeting your expectations, make suggestions for a correction, but do 

not revoke the assignment. Work with the individual and ask for her recommendations to 

solve the problem. 

• When a delegated assignment is successfully completed, give full 

credit to the person who got the job done; let her receive the recognition. 

If delegation is so crucial to success, why are some leaders so reluctant to share the 

work load? Following are four common reasons: 

• Desire for Perfection. Some people feel that no one else can do certain 

projects or tasks as well as they can. If this is your personality style, start by delegating 

tasks that do not require perfection. Or, find others who would be willing to develop the 

ability to perform a certain task to your satisfaction. 

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• No time to train or explain. While you may find that completing certain 

shortterm or one-time-only projects is faster done yourself, spending time teaching others 

how to perform time-consuming or repetitive tasks is time well spent. 

• Lack of confidence in the abilities of others. Begin delegating relatively 

minor tasks and observe the abilities of others. Assign increasingly responsible tasks to 

those who prove they can complete work in a timely and effective manner. This exercise is 

an excellent way to develop new leaders. 

• Personal satisfaction. If you enjoy a task or receive recognition from others 

when you perform it, you may want to reserve the task for yourself when you should be 

delegating it. In such a case, look for other areas in which you might achieve personal 

reward and satisfaction. 

The more frequently you delegate, the easier and more natural it will become. When you 

delegate, you are giving another individual the opportunity to participate, as well as to 

obtain a broader, more complete view. Effective delegation multiplies your success. 

Finding and Recruiting New Regional Workers 

Each region has members with valuable skills and talents. As these members work 

within their choruses, the most talented ones rise to prominence. Regional leaders must 

be on the lookout continually for members who have the potential to serve on the 

regional level. This requires the infusion of new talent and new ideas. Although a 

member has the ability to succeed as a regional contributor, she may not think of herself 

in that role. Often it takes a word of encouragement from a current regional leader to 

spur the member’s interest in pursuing regional involvement. Once you have discovered 

promising members, appoint them to a regional committee where they can try their 

wings. By observing their methods and results, you can counsel them, train them, and 

groom them. 

All members of the Regional Management Team may not know each individual who 

shows potential. A regional leader may know of a specific individual’s strengths, talents, 

and interests, but that information must be shared with the other team members. By 

sharing the information, each region develops a pool of qualified members. These 

members can then be called upon for various tasks and assignments. 

Those who submit an Application for Regional Position provide valuable information 

about themselves. It is important to capture this information and make it available for 

future use. Even when you believe you know someone well, you sometimes can expand 

your knowledge of that person by reading her application. She may have interests and 

abilities beyond what you currently know. 

Not every individual who completes an Application for Regional Position will be 

interested in serving on the Regional Management Team. Some may prefer to serve on a 

regional committee or work group to gain confidence or insight, while others are willing 

to contribute but have limited time. Use the final page of the Application for Regional 

Position to gather information on these individuals including their interest preference. 

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Some regions ask their members to complete Talent Surveys in order to update regional 

information. Such a survey could be used to collect information about applicants for 

future RMT positions and the information captured and made available in the future. This 

information should be available to all RMT members. 

The Communications Coordinator is responsible for creating and maintaining the 

database that contains all this leadership information. Data from each application must be 

entered into the database. The leadership data should be updated at least once a year. 

Assessing Regional Needs 

One of the most important responsibilities of the regional management team is 

developing an education plan for the region. The audiences are varied—chorus 

directors, section leaders, choreographers, quartets, Director Certification Program 

participants, administrative leaders, arrangers, and regional staffs. Where should you 

start in developing your plan? First, you must assess the needs of your region. 

Evaluation Tools 

Many resources are available to the Regional Management Team to use in determining 

what direction the education plan should take. Competition provides an excellent 

opportunity to identify areas where choruses need assistance. Membership and attendance 

data from regional events can indicate the success of regional programs. 

• Contest Scores. In addition to receiving the quartet and chorus tabulation 

sheets from your regional contest, international headquarters sends data on how 

your region compares with other regions. Track the scores for several years, 

watching for emerging trends. Are all choruses scoring lower? Do you see an 

improvement in a specific area where you have been focusing? Look at the overall 

level of the region and at how many A-, B-, and C-level choruses you have in the 

region. 

• Judges Observation Sheets: After regional contest, each judge will 

provide an observation sheet that can be used in developing future 

educational opportunities. Take the comments seriously, but don’t design 

your program around those comments alone. Keep a record of the comments 

over the years to see if similar observations continue to be cited or if 

improvements are noted in areas that have been emphasized in your education 

program. Share these comments with the chorus directors in your region. 

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• Membership Data. International headquarters can provide you with statistics 

on the number of members in each of your region’s choruses. Again, it may prove 

useful to study the trends in your region’s membership over several years. Is your 

membership increasing? What about the size of your choruses? Are your smaller 

choruses getting smaller? 

• Attendance Data. Use attendance figures from regional conventions, music 

schools, specialty workshops, and international events to evaluate degree of 

interest and effect of different locations. 

• Workshop Evaluations. Review evaluations from previous schools and 

workshops for insight into members’ educational experiences. What could be 

done better to reach more people? What classes would participants like to enroll 

in at future schools? 

• Director Certification Program (DCP) Self-Evaluations. Each DCP 

participant submits a self-evaluation which could be useful in determining the 

needs for that particular specialty group. 

• Surveys, Questionnaires, and Focus Groups. Surveys, 

questionnaires, and focus groups are tools that can be used to solicit input 

from directors, presidents/ team coordinators, and members about their 

perceptions of the region. Surveys and questionnaires should be short and 

concise. “Yes” or “No” answers and Likert Scales (completely satisfied, 

satisfied, and not satisfied) allow for quick completion and compilation. In 

examining the data, note how many surveys were returned and who returned 

them. Excellent for deriving opinions on more complex issues, focus groups 

can be held at a director’s retreat or at a president’s forum. Telephone 

conferences and email also may help facilitate focus groups. 

• International and Regional Faculty. Talk to members of the 

international and regional faculty to gather their perspectives of regional needs. 

• Strategic Plan. Review the region’s strategic plan to determine the direction of 

the region. 

The Big Picture 

All of the above-mentioned data should be considered in order to obtain a realistic 

picture of your region. As you formulate your analysis, you may require additional 

information. Answer the following questions as they pertain to your region: 

• List programs that have been planned/developed for general membership, chorus 

directors, other musical leaders, quartets, arrangers, showmanship, and regional 

faculty and staff. 

• Identify the programs that were successful in the past. Tell why they were 

successful. 

• Indicate those programs that were not successful and why. 

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• What areas in your region seem to be strong at this point? Why? 

• What areas seem to be in need of the most attention? 

• What is the musical caliber of the region overall? 

• What percentage of chapters/members participate in regional events other than 

competition? 

• What percentage of chapters and quartets compete in regional competition? 

• How many registered quartets are in the region? 

• What is the status of the Director Certification Program in your region? How does 

it affect the choice of programs/classes? 

• Which regional members are available as resource people in specialized areas? 

(judges, international faculty, international champions, international music 

arrangers, etc.) 

• What environmental factors, such as geography or the economy, affect members 

in your region? How have they affected regional music education programs 

during the past two or three years? 

Once you have assessed the region’s needs and set your priorities, outline a plan for the 

next three to five years. You also may want to create a matrix that details the scheduled 

events and audiences these events will target. 

Team-Building 

Team players are in high demand! When managers in one study were asked to name 

the most important traits of a perfect staff member, being a “team player” ranked 

highest, ahead of factors such as dedication, problem-solving, experience, and good 

communication. 

We all know that teams don’t “just happen” and a person doesn’t come to the table a 

“certified” team member. Several ingredients are necessary for the team to evolve into an 

effective performing group. First, a team needs a supportive environment that includes 

adequate time for meetings as well as an expectation that members will function as a 

team. Team members also must have clarification about their expected roles, and a goal to 

keep them oriented toward achieving a mutual objective. Most of all, team members need 

regular opportunities to interact with each other and learn from the interactions. 

Team-building games can help accomplish the following objectives: 

• Build team morale. Team-building exercises provide a sharp contrast to 

“business as usual” by injecting an element of competition, cooperation, and/or 

fun into team meetings. 

• Trust each other. Games provide opportunities for sharing insights, feelings, 

and experiences as the team develops common solutions. 

• Become more flexible and adaptive. Team members soon understand and 

appreciate the many ways to solve a problem. 

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• Reinforce appropriate member behaviors. When cooperation is 

displayed, when creativity is demonstrated, or when interpersonal barriers begin 

to break down, a leader can show appreciation for the desirable responses elicited 

from a team- building game. 

• Relieve boredom. Games provide breaks from intensive focus on team tasks. 

When selecting team-building exercises, look for the following unique features: 

• Quick to use. May range from a one-minute activity to an exercise that 

stimulates a one-hour discussion. 

• Inexpensive. Nothing has to be purchased; outside facilitator need not be hired. 

• Participative. Games should involve team members physically (through 

movement) or psychologically (through visual or mental activity). Games should 

help people focus their attention, think, react, speak, and have fun while learning 

how to be better team players. 

• Use of Props. Add realism and variety to the activity with the use of props or 

outside materials. 

• Low-risk. Games should be user-friendly with few risks. 

• Adaptable. Tailor the game as much as possible to fit your goals, your group, or 

your organization. 

• Single-focus. Games should be designed to demonstrate or illustrate one major 

point, or to accomplish one significant purpose. 

Team-building games may be used to improve both the content and process objectives of 

a team meeting. Most importantly, they facilitate member learning and the development 

of trust while also making the meeting itself more enjoyable. The games included in this 

Handbook will be useful in helping your team become a stronger unit. Enjoy! 

GAME #1 

Objective: 

1) To learn more about teammates. 

2) To build trust among people who work together. 

Materials: 

Stopwatch or watch with second hand 

Procedure: 

• Ask members to gather in groups of three and label themselves A, B, C. 

• A question (see below) will be asked, and when the stopwatch starts, members within 

each group may share information with each other. 

• Inform participants that they may choose not to speak on a subject if it is 

uncomfortable for them. 

• Facilitator will time the interactions and notify participants when it is time to move 

on to another group (one-and-a-half to two minutes works well for a group of three 

participants). 

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• At the end of each group interaction, “A”s are asked to move clockwise to the next 

group. (This rotation makes for a constant change of group personnel. For more of an 

opportunity to mix in larger groups, have “B”s and “C”s take their turns moving, 

perhaps counter-clockwise.) 

• Possible questions to ask: 

How did you become a member of Sweet Adelines? 

Share something about your family. 

Tell us about a time in your life when you felt very proud. 

What is your idea of a dream vacation? 

Other than singing, what do you like to do? 

GAME #2 

Objective: 

1) To learn more about teammates. 

2) To build trust among people who work together. 

3) To develop a “personal profile” sheet on team members. 

Materials: 

Copies of “Getting to Know You” forms for each participant 

Procedure: 

• Explain that each team member has special skills, knowledge, and talents that will 

help make the team stronger as a unit. 

• Distribute a copy of the “Getting to Know You” form to each team member. 

• Collect the complete forms, duplicate them, and bring copies for each team member 

to the next meeting. 

• Records may be kept manually or stored on a computer. 

• If you have more time: 

• At the meeting, distribute one copy of the form to each member. 

• Ask members to pair up and conduct five-minute interviews of each other, 

using the form as a worksheet. 

• Tell members to be prepared to introduce their partners to the rest of the group 

by spotlighting three interesting pieces of information learned during the 

interview. 

Getting to Know You 

Name 

Significant Other’s Name 

Hometown 

Job Title ________________________ 

Children ________________________ 

Hobbies ________________________ 

Favorite (or Dream) Vacation ______________________________________________ 

Best Accomplishments: Family 

Childhood 

Most Memorable Moments: Family 

Childhood 

Personal ________________________ 

Work __________________________ 

Personal ________________________ 

Work __________________________ 

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Favorite Color(s) 

Favorite Food(s) 

Strongest Feelings Shared During the Interview 

Favorite Holiday 

GAME #3 

Objective: 

1) To provide innovative ways of introducing members to each other. 

2) To build team spirit by helping members learn more about each other. 

3) To help establish self-disclosure as a team norm. 

Materials: 

None 

Procedure: 

• Instruct participants to remove two items (family pictures, credit card, rabbit’s foot, 

etc.) from their purses, wallets, or pockets.) 

• When introducing themselves to the group, they should use whatever item they took 

out to help describe themselves in at least two ways (“I am superstitious;” “I’m such a 

tightwad that this is the first dollar I ever earned.”). 

Tips: 

Allow one minute per person. (This activity is not limited to newly formed teams. It 

also can be effective as a meeting warm-up with established teams. When introducing 

the activity, point out that team members can always learn something new about each 

other that will increase rapport and make team members more aware of each other’s 

strengths and applicable experiences.) 

GAME #4 

Objective: 

1) To provide innovative ways of introducing members to each other. 

2) To build team spirit by helping members learn more about each other. 

3) To help establish self-disclosure as a team norm. 

Materials: 

None 

Procedure: 

Ask each team member to state her name and an adjective that not only describes a 

dominant characteristic, but also starts with the first letter of her name (Mathematical 

Mary, Creative Cathy, Intense Irene). 

Tips: 

Allow one minute per person. (This activity is not limited to newly formed teams. It 

also can be effective as a meeting warm-up with established teams. When introducing 

the activity, point out that team members can always learn something new about each 

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other that will increase rapport and make team members more aware of each other’s 

strengths and applicable experiences.) 

GAME #5 

Objective: 

1) To demonstrate teamwork for support, leadership, and cooperation. 

2) To build support and trust. 

Materials: 

Bandannas 

Procedure: 

• Divide the group into teams of four. Participation should be voluntary. 

• Blindfold one person in each group; select another group member (leader) to verbally 

instruct the blindfolded person to walk from point A to point B in the room or 

adjacent area. The leader must not touch the blindfolded person, but two other group 

members may assist the leader to make certain the blindfolded person doesn’t bump 

into anything. When the walk (two to three minutes) is completed, switch roles and 

repeat the exercise using a different route. 

• Repeat as time allows. 

Discussion Questions: 

How did you feel while blindfolded? (uncertain, frightened, dumb, etc.) 

Did you trust your leader? Why or why not? 

Did you trust your team members? Why or why not? 

What did you need when you were blindfolded? (support, assurance, advice, etc.) 

How does this activity apply to your organization? (need help, counsel, 

affirmation, etc.) 

How about your new team members? How does this activity impact your 

relationship with them? 

Tips: 

Be sure to make the area safe and clear of hidden obstacles. Do not encourage haste or 

competition to see who can finish first. 

GAME #6 

Objective: 

1) To demonstrate that people often have more in common than not. 

2) To create team identity. 

Materials: 

Copies of the “Commonality Exercise” form 

Whistle or bell 

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Procedure: 

• Distribute copies of the “Commonality Exercise” form to each team member. 

• Ask team members to break into pairs quickly. 

• Instruct team members to find out as many things as possible that the two of them 

have in common. Ask them to write down their partners’ names and jot down, in 

the first column, the items that they found to be in common. At the end of two to 

three minutes, call time and ask team members to find new partners and, at your 

signal, repeat the process. Call time after two to three minutes. 


How many team members found more than 15 things in common? 

What were some of the unusual items discovered? 

How did you uncover these areas of commonality? 

Is it likely that in most situations, you may find similar results (that people have 

much more in common than we otherwise might think)? 

What implications does this have for members of the team? 

Tips: 

• The noise level can get high during this exercise. Blow a whistle or ring a bell to 

signal the end of each round. 

• To speed up the exercise, shorten the “Commonality Exercise” form from 15 to 

seven or 10 items. 

• To make the activity fun, award prizes to the two people who found the most in 

common. Have extra prizes in case of a tie. 

COMMONALITY EXERCISE 

List the things you find in common with three other people. 

Name Name Name 

1. 1. 1. 

2. 2. 2. 

3. 3. 3. 

4. 4. 4. 

5. 5. 5. 

6. 6. 6. 

7. 7. 7. 

8. 8. 8. 

9. 9. 9. 

10. 10. 10. 

11. 11. 11. 

12. 12. 12. 

13. 13. 13. 

14. 14. 14. 

15. 15. 15. 

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GAME #7 

Objective: 

To quickly immerse group members into a task-oriented activity so they can begin 

developing a team identity and initial cohesiveness. 

Materials: 

A previously developed list of items (note that the number of copies provided—one 

or more—to the team might also serve as a contributing factor to various team 

approaches). 

Procedure: 

• Specify a time period for completing the task and a minimal set of rules to follow 

(such as staying within certain physical boundaries). 

• Provide team members with a comprehensive list of objects to obtain (for 

example: a 1969 coin, a clover blossom, a live ant, a role of bath tissue, a comb, 

a lined piece of paper, etc.). Include items that are feasible to obtain, but that may 

require either ingenuity or a collaborative effort within the team to accomplish. 

Score team members based on the number of items obtained, and possibly award 

them a prize. 


How did the team organize to conduct its task? (Were individuals or pairs 

assigned to specific items, or did everybody try to do everything?) 

How was this method chosen? 

How successful was it? 

What will you do differently when the team is assigned a more serious task? 

Tips: 

This exercise works best when the team is preparing to work on assignments, and would 

benefit from “loosening up.” 

GAME #8 

Objective: 

1) To warm up a team and break down inhibitions. 

2) To provide an opportunity for members to work as a team and explore the 

dimensions of teamwork. 

3) To energize a team meeting. 

Materials: 

None 

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Procedure: 

• This exercise works best with a team of six to eight members. 

• Have the group members move to a location that allows them to stand in a small 

circle. 

• Instruct team members to extend their hands across the circle, grasping the right 

hands of members approximately opposite them with their left hands, and grasping 

the left hands of any other members with their right hands. 

• Inform team members that their task is to unravel the spider web of interlocking 

arms without letting go of anyone’s hands. Time them as a way to place pressure on 

working together. 


What was your first thought when you heard the nature of the task? 

What member behaviors detracted from the group’s success in achieving its goal? 

What lessons does this exercise have for future team-building? 

Tips: 

Solving this exercise depends on a team member’s capacity to see the whole picture, 

assume a leadership role, and communicate clearly. The key lies in stepping over others’ 

arms to disentangle themselves until a circle is complete. It is recommended that team 

members wear casual clothes. 

GAME #9 

Objective: 

This brainteaser is just for fun. Introduce it halfway through a long meeting to 

reenergize your team and practice creative thinking. 

Materials: 

Copies of the “Scrambled Cities” quiz 

Procedure: 

Distribute copies of the quiz to each participant. Each item can be unscrambled to 

identify a city. Award an inexpensive prize to the first person who completes the 

quiz correctly. 

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Scrambled Cities Quiz 

1. OIAPER 11. REEDVN _ 

2. ITSUAN 12. TEEATSL 

3. LE OASP 13. LUULOONH 

4. WNE ALROESN 14. SNA TANNOOI 

5. AKNSSA ITCY 15. SOL SEELGNA 

6. SNA SEJO 16. ULBOCKB 

7. ACHIWTI 17. XNOIEPH 

8. AAPTM 18. ULTAS 

9. GACOHIC 19. NAS GOIDE 

10. THOUSNO 20. PROTLDAN 

GAME #10 

Objective: 

To end a team meeting on a positive note. 

Materials: 

Envelopes 

3 x 5 cards 

Procedure: 

• Provide each team member with one blank 3 x 5 card. 

• At the beginning of the meeting, instruct members to observe their teammates’ 

behaviors closely and write one positive remark about each person on a card. 

• Toward the end of the meeting, collect the cards (be sure the intended recipient’s 

names are on them), sort them into appropriate envelopes, and distribute to each 

person. 

• Allow adequate time for each person to scan quickly through the set. This exercise 

allows all to leave the meeting with some positive feelings about themselves, even 

though the meeting may have been stressful. 


If time permits, ask each member to read aloud the single card that made her feel 

the best. 

Ask each member to read aloud the single card that surprised (or confused) her. 

Ask each team member to provide each teammate with “One tip for your 

success.” 

Ask each team member to complete this sentence for each other member: “I wish 

you would...” 

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Tip: 

This process also can be adapted to focus on the whole team (instead of individual 

members). Ask members to write down what they like about the team, or what went well 

that day. Collect and share the anonymous cards. Later, as the team gains comfort with 

the method, the process can become oral. 

Sharing the Information 

Each RMT member at one time or another will find a need for a flyer, a publication, or 

an ad for sharing information — announcing a workshop, providing competition 

information, sharing a financial report, preparing a regional newsletter (whether printed 

or enews), sharing chorus news, advertising a regional show, etc. Ask for help, or find an 

assistant(s), if you are not comfortable with building a flyer, designing an ad, producing 

regular publications, or building Web sites, etc. 

Flyers, Regional Publications, Advertisements, Media, etc. 

This section offers some guidelines for building effective flyers, publications, and 

advertisements for use within your region. 

• Determine the focus and target audience 

• Gather accurate content (information) 

• Decide the best methods for presenting the information 

• Designing the flyer, publication, ad, etc 

• Using writers and designers 

• Putting it all together 

• Getting it printed 

• Distribution options 

Determine Focus and Target Audience 

Before you start designing a flyer or putting words on a page, you need to determine what 

is really needed. 

Questions: 

What is the flyer, publication, 

ad (etc.) to accomplish? 

Who, and how many, are you 

trying to reach? Identify your 

target audience. 

Possible answers: 

Educate or inform members 

Increase interest in a directors’ workshop 

Gather information from members (survey) 

Build excitement for a regional leadership training 

Announce a choreography workshop 

Build public interest in attending an “open” regional 

event 

All members (including CAL) 

Directors and Asst. Directors (50-100) 

Chorus leaders (boards and teams) 

Public (media, music-related, women, everyone in a 

geographic area, youth, etc.) 

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Where are they to be found? 

What are some ways to get the 

information out to the target 

audience? 

In each chorus 

Individuals throughout the region 

Printed and distributed flyers, brochures, newsletters 

Use local media: newspapers, radio, TV, Web events 

Email notices, e-newsletters (both are basically free) 

Web site announcements (also basically free) 

Phone calls (one-on-one communication) 

Word of mouth 

Gather Accurate Content (Information) 

Depending on what you are “building,” you need to know what information MUST be 

included. From the start, make sure the information is correct, and that you know all you 

need to know before you start building the flyer, ad, or publication. 

People will need to know at a glance: What’s happening, when it is happening, where it 

is being held (even a map could help with directions), what is the cost, who is the 

faculty, what is provided (lunch, room, PVIs), what’s the purpose or what’s the benefit in 

attending, and do attendees need to bring anything? 

Decide the Best Methods for Sharing the Information 

You need to get the information out in a way that will be noticed (regardless of design 

features). Often using several methods together will effectively accomplish your goals. 

• Flyers are great for sharing key information about a specific event at a glance 

— like for shows, workshops, membership drives, etc. They can be copied and 

distributed quickly for minimal costs. 

• Printed ads, like flyers, provide key, accurate information in a limited, predetermined 

space (depending on cost and availability) whether in local 

newspapers, chorus newsletters, regional newsletters, etc. They need to be 

prepared and submitted before publication/print deadlines. 

• Printed publications, like regular regional newsletters, provide plenty of space 

for giving all the information you want to share — along with providing space 

for other timely regional information to your members. Documents like yearly 

regional competition bulletins should be reviewed yearly for updates, deletions, 

and changes as needed. 

• Digital means emails, e-newsletters, Web site options. Sharing information 

digitally is a fast way to send information. The number of people who see and 

read the information in a timely fashion is totally out of your hands. People read 

emails and go to Web sites when they have time and the inclination. Some people 

don’t have emails or Internet connectivity. Some use it once in a while and others 

are “connected” all the time. Know your target audience; always ask readers to 

share the information with their friends and chorus members. 

• Radio and TV. Community calendars, public service announcements, and live 

appearances on local talk shows and during local news times, might be available 

for little (if any) cost, if you plan well in advance. Radio and TV stations might 

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have lower advertising rates for short local ads run only at certain times during the 

day. 

• Personal contacts like phone calls, personalized letters, and one-on-one 

conversations are great ways to share information (if shared accurately). Do not 

rule out using personal contacts in some fashion to share information and build 

interest. 

Designing the Flyer, Publication, Ad, etc. 

Now that you have identified your target audience, gathered accurate information, and 

decided which methods would be best for sharing the information, you are ready to make 

five overall decisions regarding the publication’s tone (friendly or strictly business), 

writing style, language (level of using specialized vocabularies), content (the type of 

information the readers want or need to know), and the graphic design (what the look 

will be). These five decisions will help you remain focused as you start the final steps of 

your project. 

Using Writers and Designers 

Seek volunteer writers and designers. As newsletter editor, you can schedule guest writers 

for each edition of your publication. Keep in mind as you delegate some (or even all) 

of the writing for your project that you are still responsible for the final product and the 

accuracy contained therein. Be sure to enlist volunteers who have the skills necessary to 

complete the job, and allow them a reasonable amount of time to research and write their 

assignments. 

As an RMT member, you probably will be working on future regional publications, 

articles, or flyers. Make notes of ideas, potential sources, and quotes for upcoming 

publications as you come across them in everyday life. This exercise will save you 

time and legwork when you begin to work on your next project. Store your pieces of 

information in a specific folder for future publication. 

Interview (in some fashion) possible volunteer designers (sometimes called editors or 

publishers) and ask for samples of work that they have done in the past. It will be their 

job (or yours) to take all of the gathered information and expectations and build the 

flyer, ad, publication, etc. All flyers, ads, etc. represent your entire region and should 

look appealing and professional. In order to save time, energy, and sometimes money, 

work closely with the designer to make sure that expectations will be met along and that 

accuracy is evident. 

Putting It All Together 

Now that you have collected all of the copy from your volunteer writers (or yourself), 

gathered photos, logos, and artwork, and picked a designer, it is time to put the pieces 

together in a way that flows and is compelling to read. Once again, think of your readers 

and how they would like to encounter the information. 

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If, at this point, you are not already working on a computer, you should consider creating 

flyers, ads, regional publications, etc. electronically for the following reasons: 

• A computer allows you to produce a professional-looking document that is 

camera-ready 

• A computer eliminates time-consuming paste-up by allowing you to incorporate 

all of your publication’s graphic elements into one document; 

• A computer allows you to save an editable copy of your work for future use and 

reprints. If you do not have a computer at your disposal, check with other 

members in your region who would be willing to take on that part of the project. 

Editing 

Editing your content for typos, misspelled words, grammatical errors, and word choice 

before putting it into the desired format will save you time and energy down the road. 

Sometimes adding or deleting one word after a publication has been formatted can alter the 

design enough that the layout has to be reworked. 

Below are some grammar tips to help you edit like a pro: 

• Use active voice (Passive: Sue was invited to the party by Mary. Active: Mary 

invited Sue to the party.) 

• Use active verbs (Passive: Joan was responsible for selecting the music. Active: 

Joan selected the music.) 

• Cut out unnecessary modifiers (very, really, the, a, an, etc.) 

• Watch word choice (why use three words when one specific word will do?) 

• Use language appropriate for your audience 

• Review the rules on punctuation 

• Be concise (excessive words tire readers) 

Design & Presentation 

Create an eye-appealing publication by incorporating graphic elements such as 

photographs, line art (clip art), and white space. The key to good design is balance and 

scale. Lots of graphics or lots of words on a page without proper spacing can make a reader 

feel dizzy. Whether you will be designing the publication yourself or will be working with 

a graphic designer or a fellow member who has a way with layouts, be sure the graphic 

elements you choose are of the highest quality possible. Graphics lose crispness each time 

they are duplicated. For creative inspiration, peruse other similar publications for design 

ideas. 

The graphic design of a publication is not the only aspect of its presentation. Placing 

handbooks in binders and press materials in folders adds professional flair without great 

expense. Be on the lookout for creative ways to package your other regional publications. 

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Getting It Printed 

Many variables must be considered before deciding how your publication should be 

duplicated. For most of the publications produced by your region, you will be looking at 

two categories of duplication: printing on a press and photocopying. Below are several 

check points to help you determine which method of duplication is right for your project. 

Printed on a press (or high-end printer): 

• if high quality and resolution are desired 

• documents that feature photographs, complex graphics, or more than one color 

• large quantities 

• requires longer lead time 

Photocopied: 

• documents that are one color with simple graphics or none at all 

• small/medium quantities 

• usually can be completed in a few hours or overnight 

Work with the printer (vendor) you select to duplicate your publication to determine the 

best format in which to submit your publication. On flash drive? Laser copy? Negative? 

The world of printing is complex, and each print shop works in its own way. Ask 

questions. Lack of understanding on your part can affect the quality of, and your 

happiness with, the final product. Remember to allot funds in your region’s budget for 

duplicating costs. 

Should you shop around for a printer to handle your regional needs? If you have time, 

definitely check out what is available. If you have several local printers to chose from, 

you might want to have them give you a “bid” on a project. You can also do an online 

search for affordable printers. 

Distribution Options 

• In most cases, the best way to distribute printed materials to the regional 

membership is through your country’s postal service. In the United States, 

discounted bulk rates are available to nonprofit organizations willing to presort 

their mailings (if the quantities are large enough). Visit your local post office and 

ask for suggestions to hold down your postage costs. 

• Mailing companies are becoming common. Often they can handle everything 

from printing to labeling and delivery. You might have at least one member of 

your region who operates or works for a mailing company. They are very familiar 

with bulk rates, and other ways to ship documents and can provide you with good 

suggestions. 

• If a majority of your members have (and use) access to the Internet, then you 

could take advantage of sending email announcements, e-newsletters, and/or 

posting flyers, ads, publications on your regional Web site. 

• Your region can save postage funds by physically distributing publications at 

general membership meetings or at regional retreats. 

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• Another distribution option to reach most of your members is to send a package to 

each chorus containing enough copies for that chorus to distribute to each chorus 

member — plus sending to individual CAL members. 

• Don’t forget to designate funds in your region’s budget for any mailing costs. 

(Envelopes and labels cost money, too.) 

Email – A Blessing and a Curse 

Email is far and away the most popular application on the Internet. Just about everyone 

uses email. Some users may send one or two messages a week, others dozens, and some 

send and receive hundreds every day. 

This section will give you some guidelines for using email, as well as some pointers 

about email “etiquette.” 

1. Keep it short! 

Few people enjoy reading on their computer screens; fewer still on the tiny screens in 

cell phones and other mobile devices. Email messages should be concise and to the 

point. It’s also important to remember that some people receive hundreds of e mail 

messages a day, so they may only skim your message if it’s too long. 

2. There’s no such thing as private email 

Anyone can easily forward your message, even accidentally. This could leave you in 

an embarrassing position if you divulge personal or confidential information. If you 

don’t want to potentially share something you write, consider using the telephone. 

3. Formatting 

Since reading from a screen is more difficult than reading from paper, the structure 

and layout is very important for email messages. Use short paragraphs and blank 

lines between each paragraph. When making points, number them or bullet them. 

4. Use concise subject lines 

Be sure to properly title messages to help people organize and prioritize their email. 

A subject line of “Hi” is not specific enough — your message may either be deleted 

as junk mail or not be opened in a timely manner. Try to limit your subject line to 5-8 

words. And never leave the subject line blank. 

5. Threads (topics) 

Once you send that first email, you will probably get a response. If you want to reply 

to that response, just hit REPLY … don’t type a new subject line — this breaks the 

link (called a “thread”) between the original message and your soon-to-be-created 

response. Without the link, it can get difficult for the users on each end to follow 

the sequence of messages, especially after several exchanges. This becomes an 

even larger problem when you are dealing with e-groups (more later) where several 

people may be replying to messages and trying to follow the thread of exchanged 

information. 

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NOTE: when you open your in-box, if you see a series of emails all with the same 

subject, take some time to read ALL of the emails relating to that topic — starting 

from the first one through the most recent. Don’t start replying immediately after 

reading the first message. 

6. Threads – changing the subject 

If you change subjects, be sure to change the Subject line. 

7. To:, Cc:, and Bcc: 

• Use the TO: field for people you are directly addressing. 

• Use the CC: field for people who are being included as FYI only. Copy only those 

who need to be copied. Be sure to check that they weren’t already listed on the 

original message – and if not, forward a copy of the original email to them for 

reference. 

• Use the BCC: field (blind carbon copy) to include others in the conversation. As 

the name implies, these recipients are not visible to those in the TO: or CC: fields. 

Using BCC: for all recipients is especially important when addressing a message 

that will go to a large group of people who don’t necessarily know one another. 

• REPLY ALL — Decide when it is appropriate to send your reply to everyone who 

received the message and when it’s better to send your reply to the sender only. 

8. Quoting 

Have you ever received an email response with “I agree” and nothing more in the 

message? What if the response came many days … and many emails … later? Can 

you remember what the sender is agreeing to? When replying to an email question, 

the most effective method is called “quoting”, where you cut/paste a snippet of the 

original message (the part with the question) into your reply message. For example: 

>and do you agree with the proposal to hire Sue Smith as the emcee for our show? 

Yes, I think she’ll be great! 

The ‘>’ in front of the text indicates to the recipient that this is quoted material from 

his/her last email message. The second sentence is your response to the quoted 

material. The key with quoting is to include enough material in the quote so that it 

will be relevant to the recipient — but not the entire message again. 

9. Attachments 

Because of computer viruses, many people won’t open attachments unless they know 

the sender. Even that can be a mistake because some viruses come disguised in email 

messages from someone you know. Do not send unannounced large attachments. 

Many people do not realize how large documents, graphics or photo files are. Get in 

the habit of compressing anything over 200,000 bytes (200K). There are several types 

of file compression software available for these purposes (for example, winzip for 

PCs or StuffIt for Macs). 

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4/13 

IMPORTANT: Before sending attachments, be sure you have a good virus scanner 

software program so you don’t unknowingly send viruses with your attachments. Get 

an active program that is always “ON.” This will catch any viruses as they are being 

downloaded so they can immediately be quarantined and cannot infect your system. 

Update your virus patterns daily or every time you log on. These updates can be 

downloaded from the Web site of your virus software manufacturer. Most software 

has a scheduler to tell your computer to do this automatically. You need to ensure 

your system is protected from the latest viruses, which may have just been discovered 

since last you were online. New viruses are identified daily! 

NEVER click on any attachment or an .exe (example: Happy99.exe, free stuff, click 

here or ILOVEYOU.exe) file attached within an email without making sure the 

attachment has been checked for viruses. Even if the email appears to come from 

someone you know very well! The attachment may be virus generated and plucked 

your friend’s email address off another infected computer belonging to someone they 

communicated with. Or your friend may unknowingly be infected and not aware of 

the virus on her system that has just spawned an email that has her name on it and 

is addressed to you. The email may look like it is from your friend just to get you to 

open it when, in fact, it is an email generated by a virus. 

10. Check your spelling and grammar 

To be sure your message isn’t compromised by misspelled words, always doublecheck 

your message before sending. Use a dictionary or a spell checker — whichever 

works better for you. While you can write in a conversational tone (contractions are 

okay), pay attention to basic rules of grammar. 

11. Signatures 

Unless your email address is well known to the recipient, always sign your email. 

Consider setting up an automatic signature in your email software so the same 

information appears at the bottom of every email you send. For example: 

Sue Smith 


Harmony Chorus 

ssmith@scarrier.com 

You will sometimes run across a user’s signature that contains a quote (as in “Don’t 

just stand there… SING!”). If you want to add a quote, select one that is a reflection 

of yourself. Keep it short. 

12. Respond promptly 

People send an email because they want to receive a quick response. Try to respond 

to emails within two days — even just to tell the sender that you received it and that 

you will get back to him/her. 

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4/13 

13. Expecting a response 

Email is a conversation that does not require an immediate response (like a 

telephone). With email you send a message and then wait for a response. The 

response may come in five minutes or the response may come in five days. Either way 

it’s not an interactive conversation. 

Too many users assume that the minute someone receives an email, the person will 

read it. If you schedule a meeting for an hour from now and send an email to each 

attendee, the chance that all the attendees will read that message within the hour is 

pretty small. On the other hand, if you schedule the meeting for the next day, the 

chance that the message will be read is pretty high. 

14. Receiving and/or sending confrontational emails 

In the world of email, a “flame” means you’ve received or sent a verbal attack in 

electronic form. Flame email is an insulting message designed to cause pain (as 

when someone “gets burned”). Remember that it is very difficult to express tone in 

writing, and that often, your “tone” can be misinterpreted. If the subject of your 

email is, in any way, sensitive or could be misinterpreted, pick up the phone instead. 

Don’t reply to an email message when angry, as you may regret it later. Once the 

message has been sent, you will not be able to recover it. Better to write your message 

one day and then re-read it the next day … and then either send it or delete it. 

15. Never respond to spam 

“Spam” is the same as junk mail. It is unsolicited. By replying to spam or by 

unsubscribing, you are confirming that your email address is “live.” Confirming this 

will generate more spam. Therefore, hit the delete button or use email software to 

remove spam automatically. 

More Email Pointers 

• Avoid using all capital letters. 

USING ALL CAPS MAKES IT LOOK LIKE YOU’RE SHOUTING! AND IT’S 

ALSO MORE DIFFICULT TO READ. 

• Use a “smiley” to make sure that a statement is not misunderstood. 

Since there are no visual or auditory cues with email, users have come up with 

something called “smileys”. They are simple strings of characters that are 

interspersed in the email text to convey the writer’s emotions (cues). The most 

common example is :-). Turn your head to the left and you should see a happy face 

(the colon is the eyes, the dash is the nose and the parentheses is the mouth). 

Keep in mind, however, that it’s rude to write something mean or derogatory, then 

place a happy smiley at the end of the sentence. 

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4/13 

• Wait to fill in the “To” field 

To avoid accidentally sending your message before you’re ready, consider leaving 

the TO: field empty until you are completely through proofing your email and 

you are sure that it is exactly the way you want it. 

• Never share phone numbers or personal information without confirming you 

are communicating with a reputable party. Never share the personal contact 

information of others without their specific permission to do so. 

• Don’t forward virus hoaxes and chain letters 

If you receive an email message warning you of a new unstoppable virus that 

will immediately delete everything from your computer, this is most probably a 

hoax. By forwarding hoaxes you use valuable bandwidth and sometimes virus 

hoaxes contain viruses themselves, by attaching a so-called file that will stop the 

dangerous virus. 

The same goes for chain letters that promise incredible riches or ask your help 

for a charitable cause. Even if the content seems to be bona fide, the senders are 

usually not. 

Before you forward an email that appears good intentioned with an incredible 

story that instructs you to “read and share” with everyone you know, first check 

Snopes.com to see if the story is legitimate or a hoax. 

• Jokes and other unimportant emails 

Don’t forward jokes to your family and friends without their permission. 

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Chapter 2: Communications Coordinator 


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Communications 

Coordinator 


• Receives communications from the international organization and disperses to the 

region. 

• Maintains internal communication channels among the region, chapters, and 

individual members. 

• Develops and maintains the regional leadership database. 

• Is responsible for regional website and database design, implementation, and 

maintenance, with input from the Marketing Coordinator. 

• Maintains a complete record of regional meetings and activities. 

• Is responsible for recording and preparing minutes of all meetings of the Regional 

Management Team. 

• Distributes copies to members of the team, regional chapters, and the Corporate 

Secretary at international headquarters. 

• In consultation with the RMT, prepares and submits year-end State of the Region 

Report to the Corporate Secretary at international headquarters by established 

deadline. 

• Maintains contact with appropriate staff members at international headquarters. 

• Maintains comprehensive records and forwards materials to successor. 

• Appoints staff to assist in the implementation of responsibilities. 

• Trains her successor. 

A vodcast outlining each RMT Coordinator’s duties has been created and can be found 

in the Leadership section of the Members Only portion of the Sweet Adelines website. 

Creating a Regional Newsletter – 

From Concept to Distribution 

Developing an effective plan is a vital part of the newsletter creation process. The plan 

provides direction for what needs to be done and when. 

Naming your Newsletter 

The name will influence the appearance of your newsletter. The number and the length 

of the words in a newsletter name greatly impact the design of the newsletter. It is best 

to select newsletter names consisting of two to three words. Long words require smaller 

type than a title made up of short words. Short titles with only a single short word or two 

have far more impact than long titles. 

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Newsletter Content 

Create a list of the content you want to include in your newsletter. The number of articles 

and types of content that will be needed will vary. It will depend on the length of your 

newsletter and the length of individual articles. Below is a list of types of content to 

consider. 

• News articles (from choruses and quartets) 

• News briefs (announcements from the region or international organization) 

• Announcements (director searches, new regional awards) 

• Profiles (about regional leaders or outstanding chorus members) 

• Letters to the editor 

• Table of contents 

• Helpful information (list of key signatures, song pitches, tips for learning music) 

• Editorials 

• Regional calendar (including annual chorus shows) 

• FAQs (answers to frequently asked questions) 

• Surveys and polls 

• Photos 

• Ads 

Do it Yourself? Or Find a Designer? 

Determine who is going to create the newsletter. Do you have the skills to put together a 

page layout with text and graphics? If not, delegate the task of designing the newsletter 

to someone else in the region. Depending on your budget, consider using a professional 

graphic designer. 

Choosing the Layout Software 

The software application you use will depend on the skill level of the designer. The most 

common page layout software programs for newsletter publishing are: 

• Microsoft Word 

• Microsoft Publisher 

• Adobe PageMaker or Adobe InDesign 

• QuarkXpress 

Determining the Design 

Look at other newsletters to see what elements appeal to you. There are also design books 

that present different layouts to help achieve different objectives. Go to your local 

bookstore and look through books that give you practical ideas for layout and design. 

When you find a layout you like, you can try incorporating some of the design elements 

into your newsletter. Looking through magazines, brochures, and other newsletters is also 

a good way to learn about colors, font choices, and layout. 




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Keep the design of your newsletter simple. This can be achieved by limiting the number 

and sizes of typefaces, as well as the number and sizes of graphics (clip art and photos). 

You do not want every square inch of your newsletter to scream, “Look here!” 

Choosing typefaces/fonts 

Typography has a major impact on the overall look and image of your newsletter and 

its overall quality. Determine the image you want to project with your publication and 

choose fonts with personalities that fit that image. 

A typeface refers to an entire family of letters of a particular design. An example of a 

typeface is the Arial font family, including: Arial, Arial Light, Arial Narrow, and Arial 

Black. Usually, a computer has a set of built-in fonts that have come with its software. 

Additional fonts can be downloaded from font sites (such as www.dafont.com) on the 

Internet or purchased on CD in a typeface software library. 

• Sans Serif - San Serif typefaces do not have finishing strokes at the ends of the 

letterforms. The name comes from the French word sans, which means “without.” 

Helvetica and Arial are the most common Sans Serif typefaces. San Serif fonts are 

typically used in larger sizes (for headlines or subheads). 

• Serif - Serifs are lines or curves projecting from the end of a letterform. Times, 

Palatino, Bookman, and New Century Schoolbook are common Serif typefaces, 

which are most often used for smaller body copy. 

• Script and decorative fonts – Script and decorative typefaces should be reserved 

for novelty or a special effect. They are usually harder to read than standard 

fonts, so use them sparingly and in large sizes – never as text. Zapf Chancery and 

Brush Script are common Script typefaces. Beesknees and Curlz are examples of 

decorative fonts. 

Limit the number of typefaces you use in a publication. Many experts say to use a limit 

of two typefaces, but occasionally this will vary. Too many typefaces can create an 

unprofessional, jumbled image. Look at various publications for ideas about which 

typefaces work well together and the images they project. When using two typefaces, 

make sure they are very different. One typeface will probably be used for display type, 

such as headlines, and the other for text. Strive for definite contrast between the two. 

Font Sizes 

Text on a printed page should typically be 10-point or 12-point in size. Any type below 9- 

point is very hard to read. Headline sizes can vary – from 18-point to 36-point, depending 

on the importance of the article or the impact you want to make on the page. 

Font Styles 

You can selectively emphasize certain words, sentences and paragraphs by varying type 

styles. Most body copy is set in normal type (no bold, no italics). Other styles – used for 




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emphasis or variety – include boldface type, italics, bold italics, underlining, and small 

capitals. 

1. Boldface and italic type should be used in small doses within body copy. 

Boldface type can draw attention to names within columns, but it can also make 

it harder to read adjacent words. When more than a few words are set in boldface 

type, the text block tends to dominate the page. 

2. Italics should also be used with discretion. The slant of italicized type slows 

reading down and makes it harder to correct typographical errors. Bold italics 

darken a page and take up even more space. 

3. Underlining should generally be avoided in desktop publishing. It reduces 

readability by obscuring the bottoms of lowercase letters. 

4. SMALL CAPS (approximately 80 percent of the height of uppercase letters) can 

add emphasis to a few words, perhaps the title of a song, without darkening the 

page the way boldface type does. 

5. NEVER ever use all caps for the body of text in your newsletter – it is 

extremely difficult to read. Since headlines are shorter by nature, you can 

sometimes get away with it for design purposes. Some typefaces, such as Old 

English, should never be used in all caps. 

6. Even if you prefer condensed typefaces, they are not a good choice for body 

copy when you have adequate space for regular type. Condensed type should be 

reserved for instances where space requirements are limited. 

Choosing Colors 

The best newsletters use at least two colors – black and a contrasting color. If your budget 

allows for it, use colors consistently. For example, if you use a specific color for an 

important headline or a border around an important article, repeat the same color 

throughout your newsletter for other elements of significance. 

Organizing Your Layout 

Good layouts are easy to follow and provide clear reader cues to help readers easily find 

their way through a publication. Arrange and emphasize your information to make your 

message as clear as possible. Decide what you want the reader to see or read first and 

position it accordingly, then decide what you want the reader to read or see next. 

Continue arranging and emphasizing the information until you’ve included everything. 

The quality of your layout determines how quickly your readers will be directed through 

the publication and how fast they will be able to read it. 

• Make the most important element you want your readers to see the largest and the 

least important element the smallest. 

• Use rules (lines) to separate information into groups. 




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• Use different weights of type. 

• Use white space for design purposes in your publication. 

• Position important information in the upper left corner. The upper left corner is 

usually read first. 

• Place a box around important information. 

• Call attention to lists of items by placing bullets in front of them. 

• Use colored or reversed type (white type on a dark background) to separate or 

emphasize. Be careful, though, not to use reversed type with large blocks of 

text or text that is small. Studies have shown that reverse type cuts down on 

readability and comprehension. 

Formatting Paragraphs 

Another decision to make is how to start new paragraphs. You have the options of 

indenting the first line of each paragraph or adding extra line space for separation with 

no indent. You should do one or the other (not both) and be consistent throughout your 

newsletter. 

• If you choose to indent, you must determine how deep you want the indent to be. 

Indented paragraphs are often considered more intimate and conversational and 

are often the preferred choice for flush left/ragged right type. If you indent the first 

line of each paragraph, be sure the depth of the indention is proportionate to both 

the type size and the column width you've chosen. 

• Extra space between paragraphs can impart a dignified, formal atmosphere, 

especially when used with justified type. Adding paragraph spacing equal 

to a little less than half of your normal line space is more pleasing than the 

exaggerated paragraph spacing created by double-spacing. The lines are far 

enough apart to indicate the start of a new paragraph, yet not so far apart 

unnatural horizontal bands of white space appear on your page. 

Formatting Column Grids 

• Two-Column Grids – This type of structure is a classic in newsletter design 

and useful if you need something simple and that can be done fairly quickly. 

Articles in this simple design flow one after the other until the pages are filled. 

No particular emphasis is placed on any article and both long and short articles fit 

equally well into this design. No jumps are necessary because the articles appear 

one after the other, and each article is completely finished before the next begins. 

A disadvantage of this type of grid is that photos are restricted to a near-square, 

horizontal shape because they are restricted to the width of a column. If they were 

much larger, the photos would overwhelm the page and if they were smaller, you 

would have to wrap text around them and complicate the layout process. 




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• Three-Column Grids – This is the most popular type of grid for newsletters and 

many other printed publications, such as magazines. One reason for this is the 

flexibility that is gained in placing articles and pictures with this format. Threecolumn 

grids allow you to run headlines over one, two, or three columns to 

control emphasis. Smaller pictures that are the width of one column can be used 

without requiring a text wrap. 

Spacing and Alignment 

• Sentence Spacing – Decide whether to set type flush left/ragged right or justified. 

Alignment affects appearance and readability. Flush left/ragged right type is more 

readable because the equal word spacing helps reader move more quickly through 

the body copy. More importantly, in flush left/ragged right copy, word spacing is 

tighter, leaving less white space between words and more white space at the ends 

of lines. 

• Paragraph Spacing – Leading is the vertical space between lines of type. It is 

measured in points and is expressed as the sum of the type size and the space 

between the two lines. Generally, it is at least the size of the type, and usually 

more. For example, 10-point type typically has 12 points of leading. Type with a 

generous amount of space between lines is said to have open leading. 

• Watch for widows and orphans, which can cause unsightly gaps in text columns. 

A widow is a single word or line at the bottom of a column, paragraph, or page. 

An orphan is a single word or line isolated at the top of a column or page. 

Adding Photos and Graphics 

Photos and graphics add interest to newsletters. They draw the reader into reading an 

article. You should select various types of visual images to include in your newsletter. 

• Graphic images – Use graphics to add interest to your pages, but be ruthlessly 

critical in choosing illustrations. Clip art works best when a few well-chosen 

pieces are used to add character to a publication. It loses its effectiveness when 

too many small pieces are used on a page. Check online clip art sites (such as 

www.fresherimage.com) for free or inexpensive images. Or invest in a clip art 

software package, which often also includes free photographs. 

• Photos – Photos taken by digital cameras are stored in JPG format, so they can be 

used as graphic images in your newsletter. 

• Every photo should have a clean, clear center of interest. Photos should be 

easy to read and clearly focused. The important elements should stand out. 

• Every photo should have a caption. Identify everything including faces, 

places, and activities. 




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• Plain, thin, 1-point lines are commonly used to frame a photo. 

• Close-ups are much more interesting than far-away, large-group photos 

(like a photo of a large chorus). Instead, consider using a photo with a few 

individuals spotlighted. 

• When cropping a photo, avoid cutting off a person at a joint (elbow, knee, 

waist) so you don’t give them the “amputated limb” look. 

• Box-itis and rule-itis – Avoid overusing boxes and rules. Too many bordered 

elements on a page lead to overly compartmentalized pages. The result is a busy 

effect that interferes with easy reading. 

The Importance of Proofreading 

Proofreading is the single most important element in the creation of any publication. The 

professionalism and overall effectiveness of your newsletter is at stake if you are careless 

with your attention to this detail. 

The term proofreading means to review any text – either online (electronic copy) or hard 

copy (on paper) – for typographical and formatting errors. Copyediting, on the other 

hand, is reviewing text for grammatical errors, inconsistencies, and sentence structure, for 

example. 

• Pay special attention to the spelling of people’s names (Ann vs. Anne, Cathy vs. 

Kathy). Nothing upsets your reader more than having her name misspelled. 

• Double-check that you have dates and times correct. 

• You will catch more typos and errors by proofreading a hardcopy proof of your 

newsletter, rather than proofing on your computer screen. 

• Read your text out loud. By hearing what you have written, you will easily 

determine if it “sounds” correct. 

• Try reading what you’ve written … backwards (right to left). This forces you to 

say each word and see exactly what you have typed. Your brain will not 

“automatically” fill in words as it sometimes does when reading normally (left to 

right). 

The most successful proofreading is carried out by fresh, impartial eyes—eyes that 

will pick up things you might miss because you’ve looked at it too many times. 




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How Will Your Newsletter Be Printed? 

Newsletters can be printed using ink jet printers, laser printers, quick copy services, and 

commercial printing services. 

• Personal Ink Jet Printers – Unless your distribution quantity is very small (20 or 

fewer copies), don’t consider using your personal ink jet printer. 

• Laser Printers – Laser printers can be used to print newsletters. Many laser 

printers print only in black and shades of gray. Those that print color are 

expensive to run. Laser printers have many of the same limitations as ink jet 

printers – paper size and expense. 

• Photocopiers – Photocopying newsletters is an inexpensive way to print a 

newsletter. Be aware that you will lose some crispness in the look of the 

newsletter. Some images will appear faded. Photos do not copy well. 

• Quick Copy Services – Quick copy places (like Kinko’s) are convenient to use for 

printing newsletters. If you are printing 2,000 copies or less, quick copy services 

are usually less expensive than professional printers. For 2,000 to 4,000 copies, 

prices for quick copy services and commercial printers are usually similar. For 

over 4,000 copies, commercial printers are usually less expensive. 

• Commercial Printers – Commercial printers are expensive for small jobs. A large 

part of the cost is the initial setup to print a publication. Because of this, price per 

piece usually decreases with quantity. That means that if you want to print 100 

copies of a newsletter, the per-piece price would likely be quite high, but if you 

want to print 1,000 newsletters, the price per-piece would be much less. 

Choosing a Printer 

Not all printers are created equal (and neither are newsletters!). Be sure to shop around 

for the best price for printing your newsletter. The yellow pages in your phone book are 

the best place to begin your search. Family members and friends also can recommend 

printers they’ve worked with on other projects. Ask to see samples of other newsletters. 

More often than not, the printer is proud to show off samples of work! Then, whatever 

you decide, be sure to get a detailed, written estimate or quote for the final product. 

Things Your Printer Will Need to Know 

Since costs can vary dramatically depending on your printing needs, try to take a sample 

of a newsletter similar to the one you will be publishing. This will help your printer give 

you the most accurate estimate. 

Also let the printer know whether you will be providing “camera-ready” copy, or whether 

you need to take advantage of in-house typesetting services. Information you need to 

discuss with your printer includes number of pages, size, quantity, paper, ink color(s), 

photos/graphics/special effects, and any finishing work (including stapling, folding, etc.). 




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Don’t forget to ask how long it will take to have your newsletter printed – most shops are 

extremely busy and deadline schedules are tight. If you are in a hurry, they may allow 

for rush jobs, but you will be charged accordingly. A good rule for planning purposes is 

one to two days to receive a proof, with final delivery about five days after proof 

approval. 

Distributing Your Newsletter Electronically 

A very inexpensive way to distribute a newsletter is to use electronic distribution. In other 

words, you can send your newsletter via email or post it on a Web site. 

Many commonly used software packages, such as Microsoft Office, work closely with 

Adobe Acrobat. Files can be converted easily into PDF format within these software 

programs on computers that also have Adobe Acrobat installed. Use the program’s Print 

command to create a PDF. 

Once a file has been converted to PDF format, it may be attached to emails or posted on 

a Web site. If you want to send it by email, consider creating an email distribution list or 

e-group to easily distribute your newsletter. 

Electronic Newsletters 

Many regions are opting to convert existing print publications into electronic newsletters 

(e-newsletters)––and for good reason. E-newsletters can be developed for a fraction of 

the cost of their print counterparts and delivered to a large audience instantly. 

One of the most difficult decisions when launching an e-newsletter is whether to use 

HTML or plain text format. Again, assess your audience: are your readers likely to 

have an email program that supports HTML emails? Though HTML e-newsletters may 

look more impressive and offer interactivity, they also come with slow download time, 

which may deter your audience from reading your message. 

You may also want to let members of your audience decide their preferred format. 

Though some users may use email programs that support HTML, they may prefer plain 

text. By letting individual readers decide, you foster a sense of empowerment and trust. 

The drawback: do you have the time to develop two formats? 

There are many websites where you can find help to develop an e-newsletter. Or find a 

freelance designer with Web programming experience. 




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Guidelines For Documenting Team Meetings 

It is important for the Communications Coordinator or her designee to document the 

discussion, decisions, and actions taken at team meetings. Minutes should provide 

a record of what was done at the meeting, not what was said by the members. The 

recorder’s opinion, favorable or otherwise, should never be reflected in the minutes. 

Content 

The first paragraph of the minutes should contain the following information: 

• Kind of meeting: (regular, special, etc.) 

• Name of the group meeting 

• Date, time, and location of the meeting 

• Who is in attendance 

• Approval of minutes of the previous meeting 

• Approval of email decisions. 

The body of the minutes should contain a separate paragraph for each subject, stating: 

• The main points and ideas (including alternative solutions) 

• Decisions made 

• Action items (the next steps that will be taken to implement decisions or make 

progress and assignments to members/committees) 

• Future agenda items 

• Date, time, and location of next meeting 

Format 

You may use the meeting agenda as a format for the minutes. Be sure to summarize the 

conclusion reached on each topic, including a brief rationale for any decisions made. It is 

helpful for the reader if decisions, assignments, discussion topics, etc. are set out in the 

right margin or otherwise delineated. See samples below for formatting ideas. 

Example #1 

The team asked that the Education Steering Committee 

discuss how it sees these new groups functioning. 

Decision: Established five new groups to oversee 

chapter 

education. 

The Communications Coordinator was assigned to write 

instructions for the Nominating Committee. 

The Nominating Committee will review the instructions 

at its next meeting. 

ESC Discussion 

Topic 

Decision 

Assignment: 



Nominating 

Committee Agenda 

Item 




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Example #2 

The team asked that the Education Steering Committee discuss how it sees these new 

groups functioning. 

Decision: Established five new groups to oversee chapter education. 

The Communications Coordinator was assigned to write instructions for the Nominating 

Committee. The Nominating Committee will review the instructions at its next meeting. 

Finalizing Minutes and Approval 

Minutes of team meetings must be read, corrected, and approved by the management 

team. This is easiest to accomplish within a week or two of the actual meeting while 

memories and notes are still fresh. Temporary approval can be given via email or some 

other system determined by your RMT, and then officially approved at the next meeting. 

(Committee minutes are generally approved by the chair of the committee.) Approved 

copies of the minutes should be filed in a notebook and kept indefinitely. Each 

coordinator should retain copies of the minutes for the current year plus the previous two 

years. 

Accomplishments and Assignments 

If your minutes are lengthy, consider creating a separate list of accomplishments for 

each of the team meetings. Attach a separate list of all the assignments made during the 

meeting in addition to including them in the body of the minutes. This should prove 

helpful to team members. 

Conferencing: 

Teleconferencing, Video Conferencing, Web Meetings 

Teleconferencing 

A teleconference is a telephone meeting between two or more participants in two or 

more locations at the same time. Two of the major advantages of teleconferencing are the 

potential to reduce the cost of group meetings (travel, facility for meeting, meals, etc) and 

to save participants’ time. 

Planning a Conference Call: 

Adequate preparation is critical to the success and effectiveness of a teleconference. 

• How the teleconference will be billed/paid, must be determined ahead of time. 

• The host/moderator must be designated. That individual makes preparatory calls or 

sends emails to each participant, establishing a specific time for the teleconference, 

and makes the calls to assemble the group if participants are not calling in on their 

own. The same person should be in charge of setting an agenda based on issues 

brought up by individual participants. 

• The time and length of the teleconference must be established. 

• Any materials being discussed should also be prepared and distributed ahead of time. 




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• Ground rules need to be set for an orderly presentation of ideas and flow of the 

agenda items. 

Note: Speaker phones allow several people to use one phone and/or they allow the 

callers a hands-free way to take notes and turn pages. 

Teleconferencing Calls Can Be Set Up in at Least Two Ways. 

1) An 800# can be purchased (rates vary depending on the service used, length of the 

call, and number of callers calling in), and all callers call into that number for free. 

Callers can use a land-line without incurring any long-distance fees. Callers using cell 

phones would have minutes billed according to their individual rate plan. 

2) Another service emerging on the scene is FREE conferencing numbers, where there 

is no cost to setup the call, but each caller is billed at her standard long-distance rate. 

Callers can use their cell phone minutes to call in, incurring no additional fees. 

Two websites providing the free conference numbers are: www.EasyConference.com 

and www.freeaudioconferencing.com. 

What Are the Costs? 

New companies and/or new services are always popping up vying for your business. A 

quick Web search for “cheap conference calls,” “free conferencing numbers,” or similar 

keywords will produce pages of possible choices for you to pick from which will work in 

your area or country. Shop until you find one that meets your needs, most of the quality 

ones have a phone number for answering your specific questions. 

Other Conferencing Methods: 

Conferencing via Computers. Just as we use computers for messaging and emails, 

you can also use computers for conferencing as an affordable way to make calls, 

including conference calls. 

You can also use computers for video conferencing, and Web meetings. In order to work 

properly, each computer used (or each video-conferencing location) must be setup to 

function in the conferencing environment (speakers must be on, connection established, 

and optional cameras connected). This can be much more difficult than it sounds to set 

up, and will require test runs. 

Video Conferencing can transmit pictures as well as voices through video cameras 

and computer modems. Video conferencing technology is developing rapidly, 

capitalizing on the increasingly powerful capabilities of computers and 

telecommunications networks. Video conferencing centers and equipment are available 

for rent in many locations. 

The cost for video conferencing services through the Internet is much higher than for 

teleconferencing. 

Web Meetings are wonderful inventions, but they also currently are quite expensive 

to conduct online. One feature is that documents can be viewed and edited by all 




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participants (video only). Costs include a setup fee, plus additional per minute fees per 

each caller, based on whether they are using the video feature or just audio. 

Collecting Leadership Information in a Database 

Instantly this title conjures up ideas and concerns about finding the perfect database 

program in which to collect and store member information. It just might not take that 

much work. 

The word “database” can be used to define any method for storing related data. A 

cookbook or a recipe box are examples of databases for keeping recipes that you 

might use. A dictionary is a database of words. A list of guests invited to a party, or 

a spreadsheet listing all of your secret passwords can be considered databases. 

In order to determine the best way to start collecting leadership information, you must 

think first about how the information will be used when the database is complete. Here 

are some steps to help you prepare for this project: First, why do you need to build a 

list of regional leaders/workers; Second, what do you need to store; Third, how can you 

collect the initial information, then edit and update it over time; Fourth, how can you 

share the information easily with the RMT members; and Fifth, which data-collecting 

system will work best for you and your region? 

1. Why do you need to build and maintain a list of regional and potential leaders 

and workers? 

Each region has members with valuable skills and talents. It is almost impossible for one 

person to know who can do what for the region - in committees, as future RMT members, 

or as women to serve at the international level. It makes sense that we are in a position 

to gather such information and build a list of previous and current workers within each 

region, but also to search-out additional women with skills that can benefit the region 

now and in the future. 

2. What do you need to store? 

We need to gather, in an easy-to-use format, information about our past (yet still active), 

current, and future leaders along with their talents and skills. Suggested content includes: 

• Contact info: name, ID#, chorus, phone number(s), email address 

• Sweet Adelines International leadership (both admin and musical) experience: 

former or currentchorus, region, and international positions 

• Other talents/skills which could benefit choruses, the region, and/or international 

• Profession(s) (past, current) 

• References (and how to contact them) 

One point that should be considered in what you store — is to remember that time passes 

on — and people do change. It would not be good to record that a member “should 




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not be considered for an RMT role ever because she …” — and then in four years for her, 

as the new Communications Coordinator, to read that note about her in the files. 

An understood rule should be — no negative information will be included. (If there is 

a negative, remove her name from the list until a later time when her situation has 

changed.) 

3. How could you collect the information? 

The easiest way to gather a lot of information quickly is to ask your members to complete 

a survey about themselves and to return the information to you by a certain date. In a 

short period of time, you would have information to work with. 

A Talent Survey can be used yearly as part of the RMT election application process. The 

document could also be available online for the members to fill in, as part of an ongoing 

search for new talent. 

Surveys seeking information for your region could be included in regional newsletters 

(whether hardcopy or digital format), asking members to return the information requested 

within a certain time frame. 

Online forms (if the information can be made secure) could be designed to collect needed 

information. 

4. How will you share the collected leadership information with the other RMT 

members? 

It would be great if every region had RMT members, who along with their other skills, 

were comfortable using their computers on a regular basis to communicate and move 

information around. That’s not always the case, so you will need to determine what is 

the best “common” method which will work for your RMT and region each year, as new 

members come onto the RMT. 

It does not seem practical for you, the Communications Coordinator, to spend a lot of 

time creating a fantastic data-collecting system, if your RMT cannot use or appreciate 

what it offers. Here are several solutions, which might help your specific situation. 

A) Yearly Report: Hard Copy/Printed Document (could also be emailed) 

A yearly, hard copy list of all women who could be considered for regional work in 

a given year, along with their contact information, could be prepared by the 

Communications Coordinator for the last RMT meeting of the year, and made 

available to the RMT for consideration for committee positions, and for the 

Nominating Committee to select possible candidates for the coming RMT election/ 

appointment process. Members should be notified that this database is used at a 

specific time each year, giving them a deadline to meet. 


RMT Experience 

Intl Experience 

Chorus P/TL 

Chorus Finance 

Chorus Director 

Chorus Other 

RCT Team 

CRC 

Other Reg Comm. 



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Advantages: No matter how, or how often, the information is gathered and 

stored, the printed document would be available to each RMT member when 

she needs it most. Does not require the RMT to be computer savvy. 

Disadvantages: Possibly none. However, frequent updating could be required. 

B) Quarterly or Semi-Annual Reports: Hard copy or Email 

Same as above, but done more frequently. Could require mailing or emailing if the 

RMT does not physically meet. 

Advantages: Information could be more up-to-date with each issue. 

Disadvantages: More work. Definitely would add one or more additional 

deadlines to the annual communications schedule. 

C) Ongoing Digital File Availability: for posting, downloading or emailing to 

RMT members 

This will require some level of computer savvy on the part of all RMT members. 

5. Which data-collecting system will work best for you and your region? 

Think over your responses to the previous four questions, and then read this section with 

those answers in mind. 

Simple and Good Idea: 

Word-like programs: If the RMT can download and use a Word document, then design 

your collected information in Microsoft Word or a program that allows you to save as a 

Word document. You may need to limit the amount of information that you collect and 

save, since Word-like programs are limited to page dimensions more than other options. 

Here’s an example of what you might collect, and how it might look. 

Leadership Roles 

Name 

(address 

and 

additional 

info on file) 

Phone Email Chorus(es) 

Special Skills, talents, 

etc 

Smith, Mary 

541-333- 

2424 

msmith@msn. 

com 

NWSingers X X X X X 

Bookkeeper, Section 

Ldr (bass), Reg. 

Mkting Team 

Jones, Ann 

422-333- 

1234 

aj@hotmail. 

com 

Baltimore X X X 

Web site designer, 

Communication Team, 

CAL Coordinator 

With this simple format, you could identify members with finance experience, then go 

to their files. This method probably would mean keeping a paper file with individual 

information or a folder in your computer with scans of their surveys so additional 

information is accessible when needed. 


RMT Experience 

Intl Experience 

Chorus P/TL 

Chorus Finance 


Chorus Other 

RCT Team 

CRC 

Other Reg Comm. 



4/13 

Better Ideas: 

A) Spreadsheets like Excel: Spreadsheets allow information to be arranged in column 

format with information hidden or available to view quickly. Spreadsheets are easy to 

edit, sort, and share. The look would be similar to a Word document, but with much more 

accessible information. 

1 

A D E F G H I J K L M N O p 

Name 

(address 

are hidden 

in columns 

B & C) 

Phone Email Chorus(es) 

Special Skills, 

talents, etc 

2 

Smith, 

Mary 

541-333- 

2424 

msmith@msn.com NWSingers X X X X X 

Bookkeeper, 

Section Ldr 

(bass), Reg. 

Mkting Team 

3 Jones, Ann 

422-333- 

1234 

aj@hotmail.com Baltimore X X X 

Web site designer, 

Communication 

Team, CAL 


The spreadsheet provides more columns for collecting additional information. 

B) Database programs such as File Maker Pro, Access, Contact, etc. A full-fledged 

database program often does require an outlay of money to purchase it and a commitment 

of time to learn how to use. If you are comfortable with using databases, you already 

know that they will give you great flexibility in how you enter, display, and use the 

information. If you are not familiar with how database applications work, you will have 

to allow for learning time. 

Here’s a sample of a data-entry screen, from which a variety of information can be pulled 

for a report (i.e., just those women in a certain state, or just the directors, or a 

combination of grant-writing and bookkeeping skills). 




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Advantages: Depending on the information that you collect, a database allows you 

to run a variety of reports for the region—a quartet list, a list of member anniversary 

dates, mailing labels, a list of members by voice part (for educational school 

purposes), etc. Once data is entered, it can be manipulated into various formats 

without retyping. 

Disadvantages: Your successor will also need to know how to use your program, 

and/or move the information into a format with which she is familiar. 

In conclusion, the process of building your database will be much easier to complete 

(and remodel) than the work needed to keep it up-to-date. Once it is built, and you are 

comfortable with how it works and confident that it will meet the needs of your RMT 

members, you might consider creating a small committee to maintain the database. The 

committee would be responsible for scheduling when to survey members (or perhaps 

just new members), doing the actual data entry, and preparing reports for the RMT and 

Nominating Committee, as needed. 

Creating an E-group 

An e-group provides an effective and simple method for communicating electronically 

with a large group. Instead of typing email address individually, you type just one address 

(that of your e-group), and your message goes out to everyone on the distribution list. 

Consider setting up an e-group for any or all of these internal groups: 

•Chorus 

•Music staff 

•Choreography team 

•Board or management team 

•Front row 

•Region 

•All regional directors 

•All regional presidents/team coordinators 

Creating a Yahoo account 

1. Go to groups.yahoo.com. Look for a “New User” link on the opening page. 

2. Fill out the registration page. Type in an ID. Use something easy for you to remember. 

Try a combination of your name (such as, MLSmith), or something more creative 

(such as, hav2sing). 

3. Click on “Check Availability of this ID.” If your ID is not available, try another – you 

may have to try quite a few until you find one that works! 




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4. Once you’re successful, enter your password – twice! 

5. You DO NOT need a Yahoo email address. If you see a checkbox, click to remove 

the checkmark! 

6. Next you need to activate your account. After completing the above steps, you should 

receive an email message from Yahoo. To verify your email address, click on the 

link. Your email address has now been linked to your Yahoo ID. 

Creating a Yahoo E-group 

When you establish a new e-group, you become the Owner and Moderator. These titles 

can be transferred if you want to leave the e-group. You can also set up multiple 

moderators. 

1. Go to: www.groups.yahoo.com and click on “Start your group today” (or similar 

wording). 

2. Sign in with your Yahoo ID and password. 

3. Select your categories by following the prompts on the screen (suggestion: Music > 

For Musicians > Singers). Click on “Put my group here.” 

4. Select the name of your group, and then the name that will appear in brackets in the 

subject line of every e-group message. Keep it as short as possible, while still making 

it distinctive. 

5. Type in the description of your group. For example: This e-group is for all members 

of the Harmony Chorus front row. 

6. Select which email address you’d like to have e-group messages come to. 

7. Type in the text to verify your registration. 

8. Click on “Customize Your Group.” 

9. Click “Get Started” and walk through the process as you are prompted. Here are some 

setting suggestions: 

•Make your list unlisted so the general public can’t search for it. 

•Select “People can join only with my approval” – you don’t want strangers joining 

your group. 

•Select “ Only group members” so strangers can’t post inappropriate messages. 




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•Consider the need to approve messages before they are sent to the entire group. If 

your group is small (20 or so), it probably isn’t necessary to approve messages first. 

With large groups, however, you run the risk of people sending jokes (“just this 

once because it is so funny”) or other spam, messages with unrelated topics, etc. 

•The “message replies go to” field is your choice. Consider carefully which would 

be best for your group. Many inappropriate responses have been mistakenly sent to a 

whole group instead of to the single individual for which it was intended. This 

setting can be changed later, if necessary. 

•If you never intend to use the site for Web services (uploading photos or storing 

files on the Yahoo groups site), then consider limiting it to just an email group. 

•Click “yes” to store messages in the archives. 

•Click “Go to Group” and you’ll be taken to your e-group’s opening page. 

10. Other settings to choose: 

•Click on “management” located on the left panel of the opening page of your 

e-group. 

•Under Group Settings, select “Description & Appearance,” and use the various 

“Edit” links to change the appearance of your e-group page. 

•Under Group Settings, select “Messages,” and use the various “Edit” links to 

change how messages are received. NOTE: this is where you decide if attachments 

can be sent. Allowing attachments is a nice feature of an e-group – choruses can 

send show flyers to the region, the region can send forms to the members, etc. 

However, it is recommended that if you allow attachments, you pre-approve 

messages before they are distributed so you can stop anything that looks suspicious 

or inappropriate. 

11. E-group membership 

•Inviting – you may invite an unlimited number of people to join your e-group. 

Invitees receive an email message, inviting them to join. They must click a link to 

activate their membership and start receiving emails from the group. The 

disadvantage is that the invitation expires after a few days, and you might need to 

re-invite them. 

•Adding – adding people is the most convenient method (for invitees) of activating 

their membership in an e-group. They don’t have to take any action at all – they 

receive a message that they’ve been added. 

NOTE: use this method of membership sparingly. In many cases, it’s quite logical 

to add people – if you are requiring every member of your chorus to be on the e- 

group, just add them and you can begin discussions immediately (rather than 

waiting until each person responds). However, if you are setting up a chat-type 

group, then it’s better to invite people and let them decide if they’d like to join. 




4/13 

A disadvantage to using the “add” feature is that Yahoo permits only 10 members 

to be added per 24-hour period. If you have a large chorus, it could take several 

days to get everyone added. 

To add members or invite people to join the e-group: 

• Click on “Invite” located on the left panel of the opening page of your e- 

group 

• The first page you see is “Invite People to Join” – if you are planning to 

ADD people instead, scroll down the page and click on “Add Members.” 

• Add email addresses and names according to the formatting instructions. 

• Write an introductory message. Click “OK” or “Continue.” 

• Review the email address and names and click “Continue.” 

• Scroll down and click “Add” or “Invite.” 

•Bouncing – occasionally, Yahoo Groups unexpectedly bounces people off the e- 

group, which means they can no longer send and/or receive messages. Check the 

“Bouncing” page at least once a week so your members won’t miss important 

information. 

There are many features and settings to explore on the Yahoo Groups site – as moderator 

you have the ability to customize the e-group for your own requirements! Have fun! 

Website Information 

Communication Coordinators might be, but are not expected to be, website designers; 

however, you are assigned the responsibility for your regional Web site. Your job 

description reads, “The Communication Coordinator is responsible for regional website 

and database design, implementation and maintenance, with input from the Marketing 

Coordinator.” 

That’s a big responsibility. Don’t try to do it by yourself; build a team that understands 

Web site construction, whose members have time to review the site regularly and suggest 

improvements, and that will keep the website up-to-date with new content and new ideas. 

You might also ask the Marketing Coordinator if she’d like to be on your team. 

The words “website” and “database” might or might not belong in the same sentence 

for your region, and that’s all right. For some regions a database is an underlying feature 

of a website, allowing for ways to collect, store, share, and display information; for other 

regions it would be in the way or add confusion. If you’d like more information about 

incorporating a database into your website design, ask the Communications 

Coordinators’ YAHOO! email group for advice and help. 




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Learning Website Basics 

Before you can go very far in understanding how to build a new website, update or 

replace an old one — you need to understand the language. The best way to do this is 

to jump in and start reading information about websites. The more you read the 

language the more you’ll begin to understand what it means. 

A good place to start is at the beginning, so a Web search for “website design basics” 

will bring up multiple sites offering online tutorials for building or considering your first 

website. Here are three sites to study: 

1. http://www.Webdesignfromscratch.com 

2. http://www.Websitedesignbasics.com/index.html 

3. http://www.asiostudio.com/website-design 

Keep a notebook of interesting things you learn along the way, websites that provide 

ideas and advice that you’d want to refer back to, sketches of website layouts that you 

find especially pleasing, etc. 

Building a quality website starts from the inside out; how it works is much more 

important than how it looks. If it’s slow to open or awkward to operate, viewers will just 

move to another site before they realize how gorgeous the site is. Also, keep in mind that 

the viewer determines how your website is used, which order the pages are viewed (if 

any), and which content is read. 

A Glossary of Network Terms 

(provided from the University of Oregon Information Services Website) 

Here are some basic terms and meanings to get you started. Don’t worry if you don’t 

understand them at first. 

bps (bits per second). A measurement of the speed at which data travels from one 

place to another. A 57,600 bps modem can transmit about 57,600 bits of data per 

second. 

DNS (Domain Name Service). DNS servers translate symbolic machine names (such 

as www.uoregon.edu) into numerical IP addresses. For example, www. 

uoregon.edu is translated by DNS to 128.223.142.13. Symbolic names are a great 

convenience because they are easier to remember than numerical IP addresses. 

download. The process of transferring files from another computer to yours via a 

modem or local network. 

email (electronic mail). Messages sent and received via a computer network. 

. 




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ftp (file transfer protocol). A way to transfer files from one computer to another via 

the Internet. Many sites on the Internet have repositories of software and files that 

you can download using an ftp client like SmartFTP, Fetch, or WS_FTP. 

home page. The “main” or leading Web page of an organization’s or individual’s 

website. 

host. A computer that provides services to other “client” computers on a network. 

On the Internet, a single computer often provides multiple host functions, such as 

processing email, serving Web pages, and running applications. 

HTML (HyperText Markup Language). The language of the World Wide Web... a 

set of codes that tells a computer how to display the text, graphics, and other 

objects that comprise a Web page. The central functional element of HTML is the 

“HyperText link,” which is a word or picture you can click on to retrieve another 

Web page and display it on your computer screen. 

index.html. The name used for the opening (first) page of most websites. (Other 

variations could include index.php, index.htm) After the first page, the Web 

pages can be named whatever you want with commonly an “.htm” extension 

(i.e., choruses.htm). 

IP address. A computer’s unique Internet address, which usually looks like this: 

128.223.142.14. Most computers also have a “domain name” assigned to them, 

which represents cryptic IP addresses with words that are easier to remember 

(e.g., password.uoregon.edu). 

network. Two or more computing devices connected together by wiring, cable, 

digital circuit, or other means. The Internet is a network that connects thousands 

of computer networks. 

pixel. It is defined as the smallest area of the monitor or print which can be 

independently colored. 

protocol. A precise definition of how computers interact with one another on a 

network. In order for the Internet to work reliably, participants agree to set up 

their systems in accordance with a specific set of protocols, ensuring compatibility 

between systems. 

server. A computer, or application, that provides files, data, or some other central 

body of information to multiple “client” computers by means of a network. 

TCP/IP (Transmission Control Protocol/Internet Protocol). These are two of the 

main “protocols” of the Internet. To connect a computer to the Internet it must 

have some kind of TCP/IP communication software installed on it. 

URL (Uniform Resource Locator). A fancy term for the address of a World Wide 

Web page or other resource. 

Web address. Your individual name on the Internet (www.mychorus.com). Also 

known as a URL or domain name, a Web address could end in .net, .org, .biz, etc. 

World Wide Web. A system of linked servers that distribute text, graphics, and 

multimedia information to users all over the world. 




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How does it work? — Simple Answer 

Design/Construction Posting Viewing 

First, a lot of planning goes into deciding what a website will contain and do. Second, 

a website name must be decided upon and registered. At the same time, it’s convenient to 

decide which hosting service will “house” the website. Third, the website pages are 

designed, built, and tested on a computer (or perhaps more than one). Fourth, the Web 

pages and all related files need to be posted together (uploaded) to a hosting site (server). 

This posting can be done using an FTP (file transfer protocol) program. Fifth, now that 

your website is posted on the World Wide Web, viewers from around the world can find 

your website. 

Picking a New Website Address and Hosting Site 

If you already have a website address (www.something.com) then you could skip this 

section. 

It is important to know what the website address will be for your site, so you will need to 

register a domain name and also go ahead and decide where your site will be hosted. The 

website, http://www.doteasy.com, can help you find out which website addresses are 

available for your name. For example, you’d like your website address to be 

www.singers.com — but a quick search or test shows you that website address is already 

in use. You will have to search for similar names that fit your needs, perhaps 

www.SingersFromBaltimore.com. 

Web Hosting: All of the files related to your website must be available at any 

time. You could set up a computer to be the server for your website, but a hosting 

company is more often used to store your website-related files, and to provide 

ongoing security checks and backups to ensure that your website is working. 

Domain Name Registration: The actual name of your website must be registered 

for a period of time (usually at least 1 year). 




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Costs for Hosting and Domain Registration: 

The cost to register the name can vary - some Web hosting packages include free domain 

registrations if you use (and pay for) their hosting services. Other Web hosting sites will 

host your website for free if you register your domain name with them for a period 

of time. 

For 2013, the following large Web-hosting companies are listed as your best choices. 

1. www.ixWebhosting.com 

2. www.dot5hosting.com 

3. www.hostmonster.com 

Each offers at least 200GB of disk space (which is important with sites that feature a lot 

of photos), multiple emails with an account, additional domains within the same account, 

low monthly rates, quality support, and added features like shopping carts, etc. 

There are also small Web hosting companies that offer similar features at very affordable 

pricings; one is: http://www.doteasy.com/. 

Transferring a Website to Another Hosting Company 

If for any reason or at any time, you decide that you’d like to move your website to 

another hosting company, you should be prepared to allow at least one-week for the 

process to be completed. Contact your new hosting company and it can help you with 

the process, often with few if any delays. Understand what is involved before starting a 

transfer. 

Posting Your Web Site 

If you move a website, or when you’re ready to upload all of your files to the hosting site, 

you might need to use Windows’ “Add Network Wizard” (which would connect directly 

from your computer to the hosting site’s folder for holding your website files) or you 

might need to use an FTP program. 

You will need to log in to your hosting site (this is a security measure to protect your 

website). You will need several pieces of information when you log in: the domain name 

(i.e. www.aname.com), the user ID, and password which you picked when you purchased 

the hosting location. Write the information down and store in a safe place. Once you have 

logged in the first time, your FTP program or Your Network Places will remember your 

log in information. If you have more than one person making updates to the website, 

both will need to use the same user ID and password. 

A nice, easy to use, and affordable, FTP program is SmartFTP (www.smartftp.com), 

which you can download and try before purchasing it. A Web search will reveal choices 

of FTP programs. 




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Designing Your Website 

A thorough pre-construction phase for your website will save you time in the long run. 

Identify possible obstacles before you build them into your website. Start with the 

basics. 

1) Decide what you want your website to contain 

2) Make a site map (one or more) to study how the site will hold the information 

3) Collect samples from websites that you like (or make notes about them) 

4) Sketch possible layouts for your Web pages 

Planning - Deciding what you want in your website 

Some pointers to keep in mind: 

• List what you’d like your website to do and feature (see sample ideas below). 

• Keep the plan (thus your website) simple and neat. It will be easier for viewers 

to navigate (move) around your site, and for you to keep your site’s information 

up-to-date. 

• Link to information on other sites rather than adding it your site. 

• Avoid causing users to click more than three times to find important information. 

• Use regional pictures, group shots, etc. in your website. People like to see 

themselves. 

• Run tests frequently to analyze how visitors are using your website. 

Ideas 

Following are some ideas/questions to consider when deciding what should be in your 

website (new or a revision). 

Web page 

Opening/Home/ 

Index 

About the Region 

Your Choruses 

Your Quartets 

Regional and Sweet 

Adelines International 

Events 

Content Ideas 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

First impression - counts!!! 

Establish your region’s image 

Front page could possibly include: Logo, Mission Statement, overview of the 

region, contact information, picture 

Links to other related Web pages 

Footer or some consistent spot for contacting someone in the region for additional 

information 

Map, motto, goals, etc. 

Photos 

Reaching the RMT, information about the RMT roles, including application 

information 

About the choruses (rehearsal days, times, locations, director, leadership, contact 

info.) 

Map showing where the choruses meet 

Pictures 

About the quartets (all quartets, just registered quartets, just champion and top 

quartets) 

Pictures 

Information pertinent to quartets, links to at least some quartets 

Regional events, competition information, chorus events, other barbershop events 

Registration forms for regional events 

Links to additional information 




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Directors 

Membership 

Marketing 

This page could be dedicated to providing directors with things they might appreciate 

having, such as: 

 

 

 

 

 

 

 

Links to arrangers’ websites 

Downloadable handouts for their chorus 

Links to sites with warm-up ideas, vocal lessons, vocal health information 

Materials provided by your membership manager 

Membership forms 

Materials provided by your marketing manager 

Templates for flyers - to help choruses 

Communication Newsletters, flyers, etc. 

Regional Library List of what’s available 

Regional Boutique Could be an online store for your members 

Bulletin Board area For choruses, quartets, and members to advertise items or search for a baritone 

Photo Gallery Pictures and brief descriptions 

Sorting out the pieces: Sample Site Map 

A site map makes it easy to place the pieces of information and to assign specific pages 

for it. Make site map worksheets to test your placements. 

Each column represents a click or level. Avoid using the fourth level. 

Opening 

Page 

Home 

1st Level 2nd Level 3rd Level 4th Level 

Region 

Our Choruses 

Our Quartets 

Events 

Regional info 

RMT info and contacts 

Job Descriptions 

Champ Chorus pictures and 

links 

List of choruses with contact 

info, etc 

Champion quartet photos 

and links 

List of quartets 

Upcoming events 

Applications 

Member Surveys 

Layout: Giving shape to your ideas 

Before you start your Web page, you will want to have an idea of what it will look like 

when complete. Sketch several options for the home page and remaining pages. Get a feel 

for what you like and what you don’t like. 

1. Page sketches show where the logos, pictures, navigation areas, and text blocks will 

be placed. 

2. Select colors and fonts for major design elements on the pages. 

3. Build or clean up the logos you plan to use. 

4. Collect the elements (documents, pictures, text, link information, etc.) that will go 

into the website’s pages. 




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Deciding how to proceed 

Building a regional site can be a complex project. Depend on your team, and ask for help. 

Building a website is like building a tower with blocks…one small, well-planned step at a 

time. Otherwise, the finished product will not function or look like your vision. 

Some regions have hired outside designers to build, or rebuild, their websites. The 

advantage is that you have someone committed to finishing the project in a timely fashion 

and someone who knows what she is doing from the start. Experienced designers also 

have the appropriate software, so your region is spared that expense. Some regions have 

website designers within their choruses who can help or manage the project. 

Which software should you use, if you’re going to try it yourself? 

You and your team should decide which of the following options is the best in your 

situation. 

• Some programs you already use may have simple templates for building Web 

pages. Publisher has a wizard and templates to help you get started. Check the 

manual and online help for instructions. 

• Some Web hosting companies (including those previously listed) offer free site 

building services featuring templates that are easy to work with. These are 

simple and affordable for a regional chorus or quartet with websites of four or 

five pages in length. 

• There are also website building applications which, although expensive to 

purchase, can also do a lot for you later on. Macromedia’s Dreamweaver (and 

accompanying applications) is one of the leading website construction packages. 

Building Your First Web Page or Website 

The method or software you decide to use will determine how you construct each page. 

This section will not tell you to put this here and that there. Instead, it provides general 

rules that you should follow regardless of the method or software you plan to use. 

Dimensions of Website pages 

A good width for a website page is 800 pixels, which looks decent on most monitors 

(including older, lower resolution monitors). You can scroll down a Web page for 

viewing more information than fits on a screen. Avoid making any page too long. If you 

use a ready-made template, you may not be able to control the width of your Web page. 

Most pages can be as long as you want. 




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Other Tips 

If you are using ready-made templates, some of the following tips might not be available 

to you. 

• Insert a table that measures 800 pixels wide as a good start. Then insert additional 

tables or rows and columns inside the table. The outer table can be centered or left 

justified, depending on how you want your website to fill the screen. 

• Test your final design, by building the Home Page and only one of the secondary 

pages. Include all features of the pages, especially working navigation. 

• Use a consistent font for all text. Arial is a popular font. 

• Use animation in a website only when it supports a point you want to make. 

• Size all photos and save for the Web (if you have a photo program with that 

option). Saving photos in the size you plan to use online will save hosting space, 

and also make inserting the photos easier to control. If a website is 800 pixels 

wide, then most photos should be no wider than 250-300 pixels. 

• Collect every element you want to use in one folder. 

• Test your site as often as possible during the construction phase. Ask friends 

with Macs, PCs and other platforms to test how your early files display on their 

hardware. 

Taking Care of the Website - Maintenance and Backups 

This is an important area, and one where your Web team can play a crucial role. As you 

build the website and add information, make a list of those items (documents, text, links, 

etc.) that will become dated or out-of-date. You want to make sure to remove or update 

these items in a timely fashion. 

It is important to run regular maintenance checks on the Web pages to make sure links 

work as planned, photos are visible, and attachments remain available. Pick one week 

each month to perform your maintenance routine. 

Along with the regular maintenance, look for areas that need to be updated. You may 

need to update the entire site, or at least a few pages of it, more than once a month. 

Keep a working copy of all website files in a folder on a computer that you can use for 

updating the site. The hosting site, if you post all of the website’s files in that location, 

will serve as your first backup. It is also recommended that whenever changes are made 

to the website, that a CD or DVD is used to store all of the website files. 

Dividing the Workload and Responsibilities 

Other members of the RMT have vested interests in the regional website. They should 

care what is on the website so they can refer members to specific sections for the 

information they need. You may find that some members of the RMT will want to provide 

information for specific pages on the website. You can build your website so RMT 

members can also update content. 




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Develop a plan and schedule for how the team can be involved in construction and 

maintenance. You’ll save time and energy and the website will be up-to-date and alive. 

Questions 

Ask for help or assistance before you waste hours figuring something out. website 

designers are creative people, and creative people like to share (sometimes for free) what 

they’ve learned along the way. Information on the Internet changes as new sites are built 

and old ones are updated. Do regular Web searches to find current helpful information. 

Consistency is the best tool to use when it comes to website maintenance. Regular 

check-ups and timely updates are essential. Provide opportunities for members to give 

feedback and make suggestions for improvements. A website will take on a life of its 

own, if it is kept fresh and appealing. 

If you have questions, ask—don’t struggle. 

Getting More Public Exposure 

YouTube.com 

YouTube is a video-sharing website that is changing American culture. It seems that 

every day, a short video clip on YouTube makes headline news. YouTube is a way to 

get your videos to the people who matter to you. With YouTube, you can: 

•Upload, tag and share your videos worldwide 

•Browse thousands of original videos uploaded by community members 

•Find, join and create video groups to connect with people with similar 

interests 

•Customize your experience with playlists and subscriptions 

•Integrate YouTube with your website 

Go to YouTube.com and type “Sweet Adelines” or “barbershop” and see all the videos 

that come up! 

Here are some instructions for getting your YouTube.com page started: 

1. Establish a Music Account 

Go to the “Signup” page (http://www.youtube.com/signup), choose a username and 

password, and enter your information. Then click the “Sign Up” button. Select the 

type of account you want to set up (suggestion: use musician for choruses/quartets). 

All accounts share basic YouTube features, such as uploading, commenting, sharing, 

video responses, etc. Each specialized account type offers different customization 

options. A musician account allows custom logo, genre and tour date information, and 

CD purchase links on Profile. 




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2. Upload your video 

Once you have established your YouTube account, you can upload video(s) to your 

site. Go to http://www.youtube.com/ and enter your username and password in the 

Member Sign-In section, and click the “Login” button. At the top of the next page, 

click the “My Account” link. On the next page, click “Upload New Video” in the 

“Videos” section. Fill in the information on this page to identify your video (i.e., Title, 

Description, Tags, Video Category). Then click the “Go Upload a File” button. From 

the next page, click the “Browse” button and select a video file to upload. Follow the 

instructions for uploading your file. 

YouTube accepts video files from most digital cameras, camcorders, and smart 

phones in the .WMV, .AVI, MOV, and .MPG file formats. All videos uploaded to 

YouTube have a 100MB file size limit. The longer the video is, the more compression 

will be required to fit it into that size. For that reason, most videos on YouTube are 

under five minutes. 

Facebook.com 

For choruses and regions a Facebook and Twitter fan page should be an integral part of 

your social media campaign. 

Setting up a Facebook page and Twitter account for your quartet, region or chapter is way 

to drive potential members to your website and to your chorus rehearsals. 

Let’s face it, one of the main things we all do on Facebook is flip through photos. 

Facebook is one of the largest photo sharing sites, and its browsing capabilities are easier 

to manage than most. 

Think outside the box and bring a camera with you everywhere, no matter what kind of 

Page you are trying to promote. 

Perhaps the greatest thing about Facebook is that you don’t need a ton of technical skills to 

make and promote a great Page. Facebook provides you with all the tools, for free; you 

just have to know how to use them. 

Link your Facebook Page to your blog or website and Twitter, Flickr or YouTube 

accounts, as well. Upload new content as often as possible, and automate it where you can 

using third party applications. Learn a little basic HTML and you can create interactive 

boxes on both the Wall and Boxes tabs of your Page. It may take time, but you don’t need 

to hire a fancy developer if you’re willing to do the work. 

Another major benefit to using Facebook Pages is that they can often be executed faster 

and cheaper than a website. By building off existing technology and functionality, you can 

save yourself a lot of time, money and hassle. You can also tap into an existing network 

much more easily. 




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Social media changes daily, so it’s important to keep up with the trends, as this information 

will likely be outdated by the time you read it. Keep up with social media by searching 

trends and reading articles online. 

Liaison to International 

The Communications Coordinator is the communication link between the international 

organization and the region. Your mailbox will be full of correspondence from 

international, much of which will need to be distributed to others in your region. Your 

region will need to determine which of the coordinators or their delegees will receive 

the correspondence. 

Additionally, the Communications Coordinator will need to provide to international many 

forms throughout the year. 

Deadline for 

Submitting Paperwork Due at Headquarters Coordinator Responsible 

March 15 Submit RMT Information to International Communications 


May 1 

May 1 

May 1 

May 15 

Distribute Request for Five-Year Regional 

Convention Schedule 

Request Regional Competition Info 

Sheet 

Submit Regional Standing Committees 

Nominations for NAfME Award 


n Events Coordinator 




May 31 

May 31 

Request for Revitalization Status 

Regional Liability Insurance Payment 

Education Coordinator and 



June 30 State of the Region Reports Due Communications 


July 15 Verification of Audit Form Finance Coordinator 

July 15 Regional Financial Fact Sheet Finance Coordinator 

September 15 Copy of IRS form 990 Finance Coordinator 

October 15 Education Coordinator Recommendations Communications 

and Applications Transmittal Form Coordinator 

November 15 Proposed Schedule of Events Events Coordinator 



Sweet Adelines International - Regional Reports 


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Headquarters maintains a database in which information about our members is gathered. 

This database has a feature which allows the Communications Coordinator, Membership 

Coordinator, and/or the Finance Coordinator in each region to access member information 

from each chapter. 

Accessing the Sweet Adeline International Information for Your Region 

1. Go to www.sweetadelineintl.org 

2. Log in: 

Go to the members only log in area. User name is your last name and first initial (i.e., 

smithn), and your password is your Sweet Adelines Member ID# (on your membership 

card). 

3. Opening Screen for your chapter report options. 




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Chapter Members - provides a list for ALL members from all chapters (including 

CAL) or you can select a specific chapter from the dropdown menu. 

Chapter Activity - provides information about renewals, transfers, etc. that have been 

recorded by international headquarters during a given period of time. You can set the 

start/end dates (m/d/yyyy format - 12/2/2013 - 2/25/2014) for all of your chapters or 

for a specific chapter. 

Chapter Totals - provides a list of the chapters in your region with their current 

membership numbers. 

Chapters Totals by Region - provides a list of all the regions showing their current 

total membership numbers. 

5. Downloading the information in the report to your computer. 

Along the top left side of the window, click on the small icon of an envelope with a 

down-arrow, this will bring up the following Export Report window. 




4/13 

There are currently six format options for downloading the reports. 

• Crystal Reports (if you have Crystal capabilities). 

• Microsoft Excel (Excel document that exactly looks like the window you viewed 

online. This document is appropriate for printing/viewing only – it cannot be 

easily sorted). 

• Microsoft Excel (Data Only) - provides a simple data file which can be opened 

as a spreadsheet with member information arranged in rows. This option can be 

easily sorted and rearranged as a spreadsheet. The data can also be moved into 

other programs such as Word, etc. 

• Microsoft Word - provides a non-sortable, but printable view of the report’s 

information. 

• Rich Text Format - provides the information also in a non-sortable format. 

• Adobe Acrobat - converts the information into a PDF file for easy viewing, 

storage, and emailing. 

6. How can you, as the Communications Coordinator, use this information? 

Once or twice each year, use the Excel data only file to provide each chapter with a list 

of the members’ names that international shows as belonging with each chapter. This 

is a way to encourage chapters to ensure that members keep their personal information 

updated with Sweet Adelines International. The information can be beneficial to 

chapters and to CAL members as they prepare for competition each year. 

This information also could be used as a starting point for building your Regional 

Leadership Database which is one of your job description items. 

7. Regarding Regional Databases containing the names and contact information for 

all regional members. 

Prior to international’s new database, several regions developed their own regional 

database systems for keeping information about all of their members as up-to-date as 

possible. Regions have used their database information to publish a complete regional 

directory every year or for mailing labels. One region (at least) uses an online database 

(updated by the members themselves) for online registrations for regional events 

(competition, schools, workshops, etc). 

International’s database is becoming more up-to-date, and as time goes on it will become 

even more accurate. Depending on what you want to do with the contact information for 

your members, you will be able to determine if it is worth your time and energy to build 

and/or maintain a separate regional database, or to just use the information provided from 

international on a regular basis. 

If you want to build your own database (or list) read the section on “Collecting Regional 

Leadership Information in a Database.” The information given in that section can be 

applied to building a database system for your entire regional membership. 


Chapter 3: Directors’ Coordinator 


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Directors’ 



• Represents the interests of the regional directors on the Regional Management 

Team. 

• Communicates with directors in her region to assess their needs. 

• Provides and facilitates a forum for directors at regional events. 

• Communicates directors’ needs and the needs of their chapters to the Education 

Coordinator. 




• Appoints staff to assist in the implementation of her responsibilities. 



Maintain Lines of Communication with Directors 

The key to success as a coordinator is communication. It is important to remember that 

not only does the coordinator dispense information to the directors but she must be a 

good listener. In some cases, it may be necessary to “read between the lines” of what 

is said. The options for keeping lines of communication open may include phone calls, 

forums, structured classes, newsletters, and certainly email. 

Ways to foster communication: 

• Call or email on a monthly or bi-monthly basis to listen and advise. 

• Inform the directors of “trends” noted by the judges following each competition. 

• A “Directors’ Column” in the regional newsletter for reminders of special dates, 

etc. 

• A private newsletter. 

• A private (Front Line Directors Only) e-group for exchange of ideas or to post 

coaching dates that might be shared. 

Represent the Directors’ Interest 

As the Director’s representative on the RMT, the DC is charged with protecting their 

interests in team decisions. Likewise, their educational concerns should be addressed 

through close cooperation with the Education Coordinator. 

Team Tools • 3-1



4/13 

It is, therefore, important to gather input from the Directors regarding those topics most 

important to them. This may be done in the following ways: 

• Provide an opportunity for the directors to gather at each regional meeting. 

• Use of surveys and questionnaires (either paper or online) for needs assessments. 

• Provide a topic for discussion on a chat room. 

• Encourage contact with the coordinator to voice opinions. 

• Ask for information related to impending decisions by the team. 

The DC should work closely with the Education Coordinator to ensure that the 

educational needs of the directors and their choruses are being met. 

• Consult with the Education Coordinator to outline goals for the term: 

- Separate classes at regional event 

- A “retreat” weekend (may include: assistants, DCP members, other 

musical leaders) 

• Discuss choice of faculty 

• Assist the Education Coordinator in providing aid to directors experiencing 

difficulty in their role as educational leaders for their chorus: 

- Low scores 

- Membership loss through dissatisfaction (include Membership 

Coordinator in these discussion – she may be the first to hear of the 

problem) 

How to Conduct a Directors’ Forum 

One important function of a Directors’ Coordinator is to provide opportunities for 

directors to get together for various purposes, and to manage those meetings in a way that 

will promote ongoing inspiration, education, and harmony among the directors in region. 

Determine the Structure of the Forum 

Before planning the format of the forum, its structure must be determined. Consider the 

goal of the forum and how that goal is to be accomplished before selecting one of the 

following structures for the meeting: 

• Informal networking creates an atmosphere of safety and camaraderie for the 

purpose of exchanging ideas and methods of dealing with mutual problems. An 

informal networking structure may be desirable if some of the directors are new and 

would benefit from contact with other directors. This kind of meeting is best held in 

a casual setting with a comfortable ambiance. An open-ended time frame may best 

accommodate the flow of conversation and exchange of information. 

• Formal meeting is more structured and used to disperse information needed by 

the directors. This kind of meeting may be held in a formal conference-type setting 

with a set time frame. 

Team Tools • 3-2



4/13 

• Education-based meeting is held for the purpose of director education. The setting 

for this meeting depends on the kind of education to be given (a class in directing 

techniques may require more open space than a class in rehearsal planning). 

Depending on the type of education, this meeting may be held over a longer period 

of time such as a daylong seminar. 

You may find that a combination of meeting structures works best. For example, begin 

an informal meeting with the more formal activity of dispersing information. 

Determine the Time and Place of the Forum 

Most forums will occur at regional meetings as that is when most of the directors are 

together in one place. The informal meeting could be planned outside the time frame of 

the regularly scheduled classes while the educational meeting could be scheduled as part 

of the weekend classes. The requirements of the forum such as room size, set up and 

microphones, flip chart needs should be made known to the Events Coordinator. 

Determine the Content 

The subjects to be discussed or taught during the forum should be based on information 

gathered from various sources. A questionnaire is one of the most direct methods of 

determining what is wanted and needed by the directors. In addition to questionnaires, 

evaluations by the directors from prior meetings can be useful sources of information. 

Phone calls or emails to directors may provide free-form input. Forward Motion 

and Pitch Pipe articles, and other educational materials available from international 

headquarters also are good sources of ideas for discussions and education. 

Conduct the Meeting 

Any meeting should begin with introductions of all present, with special emphasis on 

new directors and invited guests. 

Depending on the structure of the meeting, an agenda might be appropriate. Written 

agendas should be sent to directors prior to the meeting, giving them time to study the 

subjects and prepare for the discussions. Though the informal networking structure may 

not require an agenda, it is a good idea for the Directors’ Coordinator to prepare some 

interesting topics. 

It is the job of the Directors’ Coordinator to guide, but not interfere with discussions, 

and to keep the discussion on track. The structure and the time frame of the meeting 

also will determine how strictly the coordinator keeps to the agenda. A written agenda 

affords the coordinator a ready tool for keeping the meeting moving forward in a 

focused manner. 

Team Tools • 3-3

Chapter 4: Education Coordinator 


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Education 



• Develops, coordinates, and monitors regional educational programs in conjunction 

with other coordinators. 

• Plans curriculum for educational events such as seminars and workshops. 

• Works in coordination with Events and Marketing Coordinators on marketing events. 

• Coordinates regional faculty visits to choruses. 

• Maintains five-year education plan document. 

• Implements the chapter revitalization plan for maintaining the integrity of the 

musical product and administrative process as outlined in the RMT Handbook. 

• Approves chapters and prospective chapters for public performance. 

• Auditions chapter-at-large quartets for public performance. 

• Develops faculty or staff to assist in implementing regional educational programs. 

• Appoints an Arrangers Coordinator who administers the program that offers 

training for aspiring arrangers within the region. 

• Appoints a YWIH Coordinator to educate and inform the musical leaders in ach 

chorus about the YWIH program. 

• Appoints a DCP Coordinator who administers the program within the region. This 

position could be shifted to the responsibility of the Directors Coordinator 

depending on what would provide the most effective program development and 

oversight for the region. 


• Maintains comprehensive records and forwards materials to her successor. 


• Appoints staff to assist with the implementation of responsibilities as needed. 



Developing Education Plans 

Each region tailors its educational offerings to suit the needs of its membership. Regional 

education weekends or training sessions are scheduled throughout the year as a service 

to its members and as a means of generating income for the region. Since the mission 

of Sweet Adelines International places education as its fundamental purpose, the 

responsibility for regional education is a serious undertaking. 

Long-range educational needs are planned in response to some or all of the following: 

• Common trends in regional competition scores (Consult judges’ comment 

sheets.) 

Education Coordinator • 4-1


• Evaluation forms distributed at educational events 

• Information provided from international headquarters 

• Questionnaires to directors/members 

• The region’s strategic plan 


4/13 

Also consider who will be targeted for training: arrangers, directors, quartets, section 

leaders, chapter leaders, etc. Each group will need individualized training with emphasis 

on its specialty. 

The coordination of subject areas and the responsibility for continuity in planning 

will be the responsibility of the Education Coordinator with input from the Directors’ 

Coordinator, the Membership Coordinator and other members of the regional 

management team. 

A long-term educational plan should assess the following: 

• Determine the groups currently being educated. 

• Review subject matter being covered. 

• Analyze the time-frame for subject introduction and dissemination of information. 

• Determine follow-up needs. 

• How often and by whom? 

• Establish administrative needs and responsibilities. 

• Determine subjects missing that need to be added to curriculum. 

• Develop a plan for assessment and evaluation of programs. 

• Look for areas of educational programs overlap. What information needs to go to 

whom? How does training for one group change the information that needs to be 

passed on to other groups? 

• Define plans that need to be made to address the future needs of the region and of its 

members. 

Once this information is compiled, it can be used as a reference by all seminar chairs, 

class presenters, and committee chairs. 

Since Sweet Adelines International’s mission statement includes “advancing the musical 

art form of barbershop harmony through education, competition and performance,” a 

music education plan should define a sequential curriculum for each of the target groups 

identified for education. Once the needs have been identified and an educational plan 

written, a schedule should be set for faculty selection and class offerings. 

Although the regional team cultivates a pool of resource people to teach, coach and 

advise choruses at the regional level and to make chapter visits, for a special event you 

may wish to hire outside faculty. Remember that most members of the International 

Faculty are booked several years in advance. 

There are a number of methods for finding the right person to teach your event. One 

place to begin is to look in the International Faculty résumés (available on the Sweet 

Adelines International Web site) to match faculty interest with the subject matter of 

your class. This is also a good time to use your communications network with other 

Education Coordinators and ask them for faculty referrals. Don’t forget the obvious: ask 

for input from your region’s leaders and grass root members. 




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It is important that the Education Coordinator keep the regional management team 

informed. Once an educational event has been set, the Team Coordinator should 

add the event to the regional calendar and other members of the team should begin 

promoting the event according to their position, for example, when making chorus 

visits, through regional newsletters, etc. 

It is the responsibility of the Education Coordinator to ensure that the curriculum plan 

is updated and reviewed every two years (or as needed) to maintain the region’s 

continuing focus on quality music education. 

Planning and Scheduling Regional Events 

Successful events take long-range planning, lots of teamwork and specific job 

descriptions or guides to achieve the results you want. Each chorus and region is 

unique. Geography and the size of the group play a role. Financial considerations are a 

reality. 

Event planning and project planning use the same process. Complex events or projects 

require the use of all the tools that come with the process; simpler projects generally use 

only a few. The tools are flexible, but the process remains the same. 

Successful project leaders are the ones who know how to create a vision that engages 

everyone involved in the project. They will be able to define expected results, delegate 

responsibility, break the project down into manageable chunks, develop achievable 

schedules, communicate concisely, clearly, and rapidly, adjust to changes, monitor 

progress, and accept nothing short of project success. 

The four basic steps for project management are: 

• Visualize—What is the project (or event) supposed to look like when it has been 

completed? What is to be accomplished? If it is an educational event, what will 

the learner learn? 

• Plan—What tasks need to be completed? Who will do which tasks? When and 

where will they do them? How much time is required? How much will the event 

cost? 

• Implement—The process of communication, coordination, monitoring and 

adjusting to keep a project on track toward successful completion. 

• Close—Compare the outcome of the project with the intended results. Celebrate, 

honor, and reward the efforts of everyone involved. Use evaluation as a learning 

opportunity to improve future events. 

Educational Event Checklist 

2-3 Years Out (or as long-range as currently possible!) 

• Planning committee meets 

• Finalize dates 

• Determine target group 

• Invite faculty or coach 

• Select facility—negotiate contract 

• Set up master notebook 




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1 Year Out—minimum 

• Contract reconfirmed with meeting facility 

• Reconfirm faculty 

• Finalize purpose and learning objectives 

• Prepare tentative schedule 

• Finalize budget 

• Develop marketing plan 

• Plan for special events: parties, entertainment, opening and closing sessions 

9 Months Out 

• Send confirmation letters to faculty or coach 

- outline what was agreed to in the initial discussions 

- include a draft schedule 

- include the Hospitality Form to be completed and returned to you 

• Contact any demo or performing groups if appropriate 

• Design registration form 

• Begin marketing 

6 Months Out 

• Prepare final schedule 

• Confirm schedule with facility 

• Make special events arrangements 

• Continue marketing to members 

• Locate equipment for audio/visual needs 

3 Months Out 

• Confirm meal arrangements if appropriate 

• Contact faculty and confirm schedule 

• Organize faculty transportation if appropriate 

• Finalize arrangements for faculty housing and meals 

• Prepare evaluation form or online survey 

• Confirm status of handouts if appropriate 

• Continue marketing to members and public 

1 Month Out 

• Prepare name tags and all registration materials 

• Finalize preparations for classes (handouts duplicated, equipment, seating, etc.). 

Upload handouts to web/email for home printing to save cost of duplication. 

Event 

• Have fun 

1-3 Weeks After Event 

• Write thank you letters to faculty, staff, and anyone else appropriate 

• Review evaluations, make recommendations for future 

• Prepare final report 

• Take a vacation 




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Creating an Event Timeline 

Once the big picture is identified, outline and break down the project into smaller levels 

of detail, as far as necessary to identify who is doing what. It may be easier to do this 

outline in a nonlinear form such as a mindmap rather than completing a traditional 

outline, but either method is equally effective. 

• Major Pieces—Begin by identifying the major pieces of the event. Some major 

pieces, such as budget or facility, are standard for most events. Major pieces 

should cover all the work to be done on an event. If you can think of any task, no 

matter how small, that does not fit under one of the major pieces, you have not yet 

determined all of the major pieces. 

• Minor Pieces—Most major pieces can be further divided into smaller pieces to 

help make the project clear and manageable. 

• Tasks—Once an event project is broken down into major and minor pieces, the 

individual tasks begin to be apparent. A task is a small and manageable activity 

that can generally be done in a short time by one person. 

Once it is understood what needs to be done, look at the logical sequence of the 

tasks. This is critical, since certain tasks may have to be completed before the 

next ones can be started. Tasks can be divided into two groups: 

Parallel—a task that can be done during the same time frame as other tasks. 

Dependent—a task that cannot begin until certain predecessor tasks are complete. 

It is likely that there is an interdependence which makes careful sequencing important. 

(Hint: To speed up the sequencing process, put each task on a “Post-it” note. Then just 

move the notes around until you have them all lined up in order.) Once the sequence has 

been determined, the tasks can be entered on a project timeline in order. 

Using a project timeline can be very helpful because the timeline provides important 

information in visual terms that most people can understand. Project management 

software and many sophisticated timeline forms are available. The project timeline form 

included in this component is a simple tool that you may find helpful. It is similar to a 

Gannt chart, which is a visual guide that shows the relationships between tasks and time. 

It was created by Henry Gannt around the turn of the century to help manage some of the 

early industrial projects. 

Project timelines are invaluable for keeping everyone involved on the project aware of 

deadlines. It is important to decide who is going to take responsibility for each task and 

to enter that information on the project timeline. This makes the timeline an effective tool 

not only for planning but also for communicating. Everyone is aware of deadlines and 

can see her part in the big picture. 

Actual completion dates can be entered on the form as each task is completed. This 

becomes helpful information when you evaluate the event. 


Education Coordinator • 4-6 

Project Timeline 

Event Title: Singwell Chorus Retreat 

Dates: March 15, 20XX 

Time Line - Month/Date 

Delegated 

20XX 

May June July Sept. Nov. Dec. Jan. 

20XX 

Jan. Feb. Feb. Mar. Mar. Apr. 

ACTIVITIES/TASKS To: Predecessor Finish 15 1 1 15 15 15 10 20 1 15 1 5 1 

1. Facility 

Actual 

1.1 Get bids (two or more) Chair 20-May 

1.2 Management Team selects facility 1.1 1-June 

2. Budget 

4 

2.1 Prepare Chair 15-Jun 

4 

2.2 Approved by Management Team 2.1 1-Jul 

3. Schedule Director 

4. Coach 

4 

4.1 Hospitality form sent Mary 1.2 15-Jun 

4 

4.2 Hospitality form returned 15-Aug 

4.3 Make transportation arrangements Mary 4.2 

4.4 Send confirmation letter & schedule Mary 3 

4.5 Make meal arrangements Mary 4.2 

5. Meals 

5.1 Choose caterer & menu for event 

Sue 1.2 

meal 

5.2 Arrange for coffee, rolls, paper cups, 

Sue 

etc. 

5.3 Collect money for evening meal Sue 5.1 

5.4 Make final arrangements with 

caterer 

Sue 

6. Entertainment 

6.1 Sign-up sheet for quartets and skits Cindy 

6.2 Get emcee Cindy 

6.3 Prepare order of performances Cindy 6.1 

7. Equipment Chair 

7.1 Appoint equipment coordinator Chair 

7.2 Tables and chairs for meals ?? 1.2 

7.3 Lavaliere mic ?? 1.2 

7.4 Make arrangements to move risers ?? 1.2

Education Coordinator • 4-7 


Event Title: Singwell Chorus Retreat 


Delegated 

20XX 

May June July Sept. Nov. Dec. Jan. 

Dates: March 15, 20XX 

20XX 

Jan. Feb. Feb. Mar. Mar. Apr. 

4 ACTIVITIES/TASKS To: Predecessor Finish 15 1 1 15 15 15 10 20 1 15 1 5 1 

8. On site Stuff 

Actual 

8.1 Appoint set-up and clean-up 

committees 

Chair 

8.2 Prepare name tags Chair 

8.3 Prepare evaluation form Chair 

8.4 Distribute and collect evaluation 

forms 

9. Information to chorus 

9.1 Begin announcements in weekly 

“hot sheet” 

9.2 Information sheet and schedule to 

chorus 

10. Chorus 

Chair 

10.1 Thank you notes Chair 

Barbara 3 

Barbara 3 

10.2 Final report to Management Team Chair 8.4


Event Title: Dates: 


Delegated 

20XX 

May 

20XX 

Jan. 

June July Sept. Nov. Dec. Jan. Feb. Feb. Mar. Mar. Apr. 

4 ACTIVITIES/TASKS To: Predecessor Finish 15 1 1 15 15 15 10 20 1 15 1 5 1 



4/13 




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Working with Out-of-Region Faculty 

Members of the Sweet Adelines International Faculty are some of the most energetic, 

most musically and administratively talented people in the world! As a result, their skills 

are highly valued and their services are much in demand. Booking these busy people is 

often easier said than done. Here are some important tips to ensure a minimum amount of 

frustration during this process. 

Obtain Updated Avenues of Communication 

Contact international headquarters in order to update all available telephone numbers, 

current mailing addresses, email addresses, fax numbers, cell phone numbers, etc. In 

this fast-changing age of technology and transient living, information becomes outdated 

quickly. 

Follow-up all Telephone Contact with Written Confirmation 

The addition of email technology has proven to be an invaluable tool in reaching faculty 

members. Should you or the faculty member not have email, you will most likely make 

your initial contact by telephone. If you do reach faculty member(s) this way, be sure that 

you take accurate notes of the result of your discussion, document them and send written 

confirmation to the faculty member(s) of any bookings you have made. Remember also to 

provide copies of this confirmation for fellow regional leaders, international headquarters 

and/or your files, etc. 

Written Contacts 

Email and facsimile technology are convenient ways to contact faculty members. 

Letters by traditional mail provide sure but very slow means of contact. Should you 

make written contact, consider the following: 

Traditional Letters—Include a form which allows the faculty member to answer 

your questions with a simple check mark or a yes or no. The less time consuming 

the form appears, the more likely you are to get it back. Always include a selfaddressed, 

stamped envelope. 

Facsimile Letters—This is a fairly convenient way for a regional leader to 

make contact, but this type of contact can prove to be inconvenient from the 

faculty member’s perspective. Fax machines are often available through a work 

environment and not always conveniently available for use. 

Email—This form of contact is considered, by far, the most convenient way to 

reach most members of the international faculty. Faculty members and regional 

leaders benefit the most from this form of communication because it is efficient, 

fast, private and can be handled by both parties at their convenience. 

Your contact with the desired faculty member(s) should include questions about 

availability, fees, anticipated flight costs, etc. The following information and questions 

should be standard and included as a part of your initial telephone call, email, or letter 

or fax inquiries: 

• State the dates of the meeting and the teaching hours you would like the faculty 

member to provide. Ask, “What is the anticipated fee?” 




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• Indicate the location of the facility and the anticipated arrival airport. Ask, “What 

are the parking fees? Mileage costs?” from the departing airport. 

• Be sure to include extra quartet or chorus coaching hours, which may be 

requested outside of prepared class material. Ask, “What is the anticipated 

additional fee?” 

• Request an update of the faculty member’s credentials. (This is important for 

regional publicity purposes.) 

• Ask if there are additional classes that have been added to the faculty member’s 

lists that don’t appear on their online faculty résumés. 

• If you need a specific class developed, be sure to inquire whether the faculty 

person is able and willing to do it. If so, ask what type of materials and lead time 

is required for new classes to be developed. 

Once you’ve confirmed availability and secured answers to the questions above, begin 

planning a preliminary schedule of classes which best satisfy the needs of the region. 

Feel free to communicate your insights with the faculty member. She may have helpful 

suggestions regarding class order, subject matter, etc. 

You’ve done your job. You’ve secured quality faculty, two years have passed, and 

now your regional event is at hand. Hosting out-of-region faculty is an important job 

and one that should not be taken lightly. Consider appointing a regional guest faculty 

host coordinator who specifically concerns herself (and/or her committee) with faculty 

transportation to and from the airport, updated flight arrival and departure times, 

special dietary needs of the faculty member(s), transportation of guest faculty 

throughout his/her stay, hospitality snacks or beverages, etc. The little amenities are 

wonderfully appreciated by every faculty member and are easily managed with an 

organized, caring person in charge. 

Check-in at a hotel, retreat site, campus, etc., is best handled in advance of the faculty 

member’s arrival. Put your guest faculty on a master account or pre-pay the account 

before he/she arrives. Confusion with accounting issues can and should be avoided at 

the time of the faculty member’s arrival. 

Whenever possible, provide a private room for your guest(s). “Down” time is an 

important part of “up” time, and energetic, enthusiastic faculty members appreciate and 

need a few hours of uninterrupted rejuvenation. This courtesy is so important. 

Regional weekends come and go, each of them offering special memories, classes, faculty 

teaching styles and personalities, etc. Be proud about your part in all of it. You’ve helped 

plan and implement events that affect hundreds of people... maybe forever. 




4/13 

Working with the Education Coordinator’s Staff 

Two questions you’ve most likely given a lot of thought to since learning about your 

appointment are, “What does it mean to be the Education Coordinator?” and “What will 

I be doing?” You should be pleased to learn that you aren’t responsible for carrying out 

the tasks of every function that falls under your umbrella. As the regional team member 

in charge of the education focus, it is your responsibility to see that all functions are 

executed. Fortunately for you, some tasks can best be handled by your staff with you as 

the manager. 

Managing Your Staff 

Management is a people job. You will need to work with, help, listen to, encourage, and 

guide those whom you appoint to carry on the work of the region. When you want to get 

a task done through someone else, you employ an entirely different set of skills than 

when you do the task yourself; you introduce an interpersonal element into your 

equation. No matter how good you are at “doing” the job, you will need good planning 

skills, organization skills, leadership skills, and follow-up skills. In other words, in 

addition to being a good doer, your goal is to be a good manager of doers. 

Assuming that you’ve already selected your staff according to the education and training 

needs of your region, define the expertise of each of these individuals and the way in 

which their talents can be used to fulfill the goals of the region’s education program. 

Select personnel who are capable of handling the various functions necessary to carry out 

the plan. There are basically two types of functions they will need to fulfill: 

• Faculty- those who teach, facilitate, and coach choruses and quartets. These 

are the personnel you will rely on to provide educational training at regional 

workshops and to assist you with chorus visits that require coaching and/or 

instruction in the barbershop style. 

• Administrators- those who carry out programs under the Education Coordinator 

structure. Program administration can be successfully delegated for the Director 

Certification Program, Young Women in Harmony Program, Quartet Promotion, 

and Arrangers Program. 

A third optional function might be a resource or visionary team composed of experts in 

your region who are actively involved in other areas in the organization, such as judges, 

program, arrangers, international faculty, etc. While these women already have busy 

lives, they also have a pulse on what is happening in the organization and can assist you 

in keeping up-to-date with barbershop standards and current trends in the organization. 




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Communicating With Staff 

Being a good manager is by no means an easy task, and you will find that in order to get 

the job done efficiently, you will need to exercise, on a consistent basis, good 

communication skills. In addition to a current job description, your staff members will 

need to know your expectations of the functions they are to perform. If there are specific 

deadlines they need to meet, let them know, preferably in writing. Talk with each staff 

member one-on-one about what she thinks she can do in her assigned position as well as 

what you expect of her. It is important to get ideas from your staff; they may come up 

with something you haven’t thought of. And, if it is their idea, they will have an even 

greater commitment to good results. 

It is also necessary to communicate the procedures that are involved with the tasks they 

will be performing. If someone is assigned to make a chorus visit, who is responsible 

for setting up the visit? Can your staff member expect to receive reimbursement for her 

mileage? Will it be paid by the region or by international through an internationally 

funded visit? Will she be expected to write a report on the visit? Are there specific 

forms to be used? How do you want her to report back to you? If you haven’t already 

established procedures for chorus visits, for faculty who will be teaching at workshops, 

or for various other events that occur during the course of the year, be sure to do so as 

soon as possible so that everyone will know what to expect. 

Budget Constraints 

Another area that needs to be communicated to your staff members is the dollar amount 

that has been budgeted to their operation. A Quartet Promotion Coordinator needs to 

know how much she can spend to rent a facility and invite potential quartet members or 

if she has money to plan a novice quartet contest and provide a reception for the 

contestants following the contest. Give your staff a budget and hold them accountable. 

They will increase their own creative skills and appreciate you for trusting them. 

Leading Your Staff 

Great managers are experts at taking their current organizations and optimizing them to 

accomplish their goals and get the job done. For an organization to be great, it must also 

have great leadership. Leaders have vision and share a common trait. They look beyond 

today by painting compelling visions that grab the imagination of their followers, and 

then they challenge them to see the potential and achieve these visions. Within the 

vision, both short-term and future goals are established. Goals help provide direction 

and tell you how far you’ve traveled. They also help make the overall vision attainable 

and clarify everyone’s role. It is believed that people are more motivated when 

challenged to attain a goal that is beyond their normal level of performance. Not only do 

goals give people a sense of purpose, but they also relieve the boredom from performing 

routine jobs. 

Inspiring Your Staff 

The skills required to be a leader are no secret: it’s just that some have learned to use 

them and others haven’t. While some seem to be born leaders, anyone can learn what 

leaders do and how to apply these skills, such as inspiring action. People want to do a 




4/13 

good job, a creative job, and if they are provided the proper environment, they will do 

so. Use your influence to help your subordinates create energy in their responsibilities 

by creating the vision, providing the training and skills necessary to complete the task, 

delegating the bigger and better challenges that make a difference, and sharing your 

knowledge. Knowledge is power. If you are in the know, you have a clear advantage 

over someone who is left in the dark. In a cooperative work environment, teams must 

work together and share their areas of knowledge and expertise. The wise leader acts as 

a role model by sharing the information that will give her subordinates the edge on 

excellent work. 

Empowering Your Staff 

Great managers and leaders allow their subordinates to do great work by empowering 

them with the freedom to apply personal creativity and expertise. Have you ever worked 

for someone who didn’t let you do your job without questioning every decision? Despite 

rumors to the contrary, when you empower others, you do not stop managing. What 

changes is the way you manage. You still provide vision, establish goals, and share 

knowledge. But, then get out of the way so that your subordinates may tackle their 

responsibilities with creativity and pride. 

Motivating Your Staff 

As a busy manager, you’ll need to motivate your subordinates so they’ll continue to do the 

good work you appreciate. The most motivating incentives are recognition from one’s own 

supervisor or manager and recognition for the job. The following incentives are simple to 

execute, take little time, and are among the most motivating: 

• Personal thank you’s; one-on-one or in writing, or both 

• Public recognition; on regional weekends or in the regional newsletter 

• Ask for their opinions and involve them in decisions 

• Morale-building meetings to celebrate the successes 

• Increased responsibility as a result of good work 

Giving Feedback to Your Staff 

Another critical area that provides recognition is giving feedback. Your subordinates need 

to know if their performance meets your expectations. Whether it’s your own personal 

evaluation of their work, feedback from a presentation made at a regional workshop, or 

peer evaluation, the information should be shared in a setting that is non-threatening and 

constructive. Ask your staff members how things are going and whether they have any 

questions or need help to do their work. Thank them for doing a good job. The more 

feedback you give, and the more often you give it, the better able they are to respond to 

your needs and the goals of the organization. 

End-of-year performance evaluations should also be given and this information should 

become one of the resource tools for making future decisions regarding regional 

personnel appointments. 




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Director Certification Program 

The Director Certification Program (DCP) is an educational program designed to provide 

additional training and further develop skills for Sweet Adelines International directors, 

potential directors, and musical leaders. The program provides opportunities to validate 

the skills and knowledge required to direct a Sweet Adelines chorus. The DCP should not 

be viewed as the only source of training for directors, but rather should be seen as one 

component of each region’s director development program. 

The Education Coordinator is responsible for administering the program in her region. 

She does this by appointing a DCP Coordinator who is responsible for maintaining 

records, administering tests, answering questions, communicating with international 

headquarters, and tracking advancements. The Education Coordinator needs to coordinate 

within her long-range educational plan the needs of program members so that appropriate 

regional training occurs on a consistent and timely basis. Analyzing the results of the DCP 

testing can provide specific areas that need more emphasis and attention for the region as 

a whole. 

The Education Coordinator is provided with a complimentary copy of the DCP resource 

material and an administrator’s guide. The administrator’s guide presents a detailed 

overview and instructions for administering the program. This set should be given to the 

DCP Coordinator. The Education or DCP Coordinator is responsible for giving this copy 

to her successor. 

Young Women in Harmony Program 

Mission Statement: The Young Women in Harmony program reaches out to young 

women through the American musical art form of barbershop harmony. Its goal is to 

provide educational and performance opportunities and to offer music educators a 

means of including the study and performance of barbershop harmony in school music 

programs. 

Regional YWIH Coordinators are appointed by the Education Coordinator to facilitate 

youth outreach activities and education. The coordinator’s position is mainly 

administrative. She receives information and suggested activities through the education 

department at international headquarters. Her focus is to help chapters inform their local 

school districts of the availability of the Young Women in Harmony materials and to 

ensure the visibility of the program by organizing representation at state conventions of 

NAfME; the National Association for Music Education (formerly MENC). 

The Young Women in Harmony coordinator’s position includes publicity for the 

Rising Star Quartet contest, held annually in conjunction with a regional event. The 

contest is open to female singers 25 and younger. Regions are encouraged to bid for 

the ability to host the Rising Star Contest. Regional coordinators encourage 

participation and may organize preliminary contests at regional educational events. 

More information about the Rising Star Quartet contest can be attained by contacting 

international headquarters. 




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The Young Women in Harmony materials are provided at no charge in an introductory 

packet to music educators by requesting them from international sales. Assistance with 

festival planning, teaching at regional weekends, funds for NAfME booth rentals and 

general information may be obtained through the Director of Education. 

Making Chorus Visits 

One of the highlights of a chorus’ year should be a visit from a member of the regional 

management team or a regional faculty member. It is the Education Coordinator’s 

responsibility to coordinate regional faculty visits and, in conjunction with the 

Membership Coordinator, to schedule internationally funded visits to choruses. There are 

different types of chorus visits: 

• To Chartered Choruses 

• Coaching Visits (administrative or musical) 

• Evaluative Visits 

• Revitalization Visits 

• To Prospective Choruses 

• Step One Visit – Musical and Administrative 

• Step Two Visit – Musical and Administrative 

The purpose of any visit should be to provide musical or administrative education and 

guidance or to help with issues regarding membership. The visit might be made in 

conjunction with your region’s program which is designed specifically to help small 

choruses, choruses that scored below a certain level in competition, or those that haven’t 

competed for the past year or two. Or it could be made to provide regional support and 

assistance for choruses anticipating major changes and/or challenges, such as loss of a 

director or planning for international competition. Regardless of the purpose for the visit, 

a record of what transpired should be made and copies sent to the regional management 

team for its review. 

One of the primary responsibilities of the Education Coordinator is to assure that 

chapters, prospective chapters and Chapter-at-Large quartets have been approved for 

public performance. If Sweet Adelines International is to be respected in the music and 

entertainment world, all choruses and quartets must present a positive example of the 

organization and its style of singing. What the public sees and hears will determine its 

attitude toward four-part harmony barbershop style. 

Preparations for the Visit 

• Contact the chorus to set a date and time. 

• Confirm in writing and, depending on the purpose of the visit, work with the 

chorus leadership to set up a time schedule and make plans for what will be 

accomplished. 




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• Review chorus files, making note of potential problems/areas of strength, and 

ascertain contest scores and placement, perhaps asking for a recording of a 

performance in order to plan for specific areas on which to work. 

• Contact the region’s Chapter Coordinator (appointed by the Membership 

Coordinator) and/or Directors’ Coordinator for any background information they 

may have. 

• Establish a definite plan with a tentative schedule for the visit. 

• Determine guidelines to be used in any analysis or critique: e.g. Basic Criteria 

for Public Performance, international or regional report information. Review any 

paperwork to be filled out to ensure that you obtain all the information needed. 

During the Visit 

Even under the best circumstances, some tension on the part of chorus members, as well 

as administrative and musical leaders is inevitable when a regional visitor makes an 

official visit. Therefore, it is important that the visit be structured to help everyone feel at 

ease. 

Suggestions for the Visitor 

• Meet with chorus leaders before the rehearsal/meeting to review plans for the 

session, get acquainted with the leadership, and give them an opportunity to 

discuss what they perceive to be areas needing work. It’s important that they 

understand your role is not to “police” them but to provide regional support and/ 

or assistance for their chorus. 

• If the visit is at a rehearsal, have the chorus follow its usual rehearsal routine for 

20-30 minutes as you observe. Hopefully, this will allow chorus members to relax. 

• If the visit is for musical evaluation, the chorus should be told in advance to be 

prepared to present a sample package for a public performance. The evaluation 

should happen early in the rehearsal so the members can concentrate on any 

coaching that follows. During the presentation, the visitor should be as attentive 

as possible using positive, encouraging body language—watching, not writing 

most of the time—to put the chorus at ease. 

• Spend most of the planned schedule working with the chorus on specific areas to 

help it reach its musical potential. Having observed the chorus, you will be able to 

ascertain which areas, when improved, will make the most significant difference 

in the ability of the chorus. If problems are numerous, work on only a few during 

this first visit, because if all problems are discussed, the chorus and director 

will be overwhelmed and could become discouraged. Often, solving one major 

problem results in improvement in other areas. 

• Be sure to provide sufficient time for members to ask questions about any topics 

on which they desire more information. You can use this time to promote regional 

and international programs and activities. 

If the musical caliber is low, the visitor should guide the discussion so that goals for 

improvement are established. Specific objectives and timelines could be suggested, 

and offers for continuing regional assistance can be noted and passed on to the proper 

regional coordinators. 




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Often during a question/answer or rap session, the visitor will discern a definite conflict 

between the chorus and certain leaders or find that there are definite factions in the 

chorus. If this occurs, she must maintain calm control of the discussion and not be 

drawn into the conflict. Hopefully, prior to the visit, any contacts that have been made 

regarding this chorus will have alerted the visitor to possible areas of conflict so that 

she can be prepared with problem-solving techniques. 

After the Visit 

As soon as possible the visitor should: 

• Thank the chorus for its hospitality and again praise the chorus’ strengths and 

determination. 

• Confirm in writing any verbal critique and suggestions, reiterating specific areas 

that need improvement, giving any additional suggestions for making those 

improvements and suggesting any additional deadlines. Attach a copy of the 

letter to any official report form that may be required and distribute as 

appropriate. Necessary reports and a follow-up message to the chorus are critical 

to the success of regional visits and should be completed as soon as possible 

following the visit. 

• Contact the chorus leadership on a regular basis to assist in monitoring progress. 

Show a genuine interest in the chorus’ progress. Hopefully, this will help 

encourage the chorus to seek advice on a more regular basis. 

• Schedule a follow-up visit, within a few months if necessary, so that the chorus 

has a definite short-range goal toward which to work. 

Evaluating Readiness for Public Performance 

Unfortunately, not all choruses and quartets realize the importance of singing in tune, 

being neat in appearance, and using material that presents themselves and the organization 

in a tasteful manner. Therefore, the Education Coordinator must evaluate the abilities of 

choruses and prospective chapters to publicly perform at a level that promotes the positive 

image of barbershop harmony and Sweet Adelines International. In addition, quartets 

composed of four Chapter-at-Large members must be evaluated by the Education 

Coordinator before performing publicly. 

Quality Control 

To provide Education Coordinators and performing groups a common basis for 

evaluation, the International Board of Directors adopted the Basic Criteria for Public 

Performance. This basic criteria sets out the minimum standards that must be met; oftentimes, 

groups perform above that standard and are to be congratulated. 

Although the Education Coordinator, or her representative, must make two visits to 

prospective chapters to evaluate their musical progress before chartering, she is not 

required to evaluate every chorus in the region. However, there are certain instances 

when it becomes obvious that a visit and perhaps an evaluation of the chorus’ readiness 

for public performance needs to be done. For instance: 

• after analyzing the tabulated results of the regional chorus competition 

• after viewing a show or singing engagement 




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• after hearing comments from the public regarding performance material or quality 

• after hearing that a chorus might be considering not competing or performing for 

evaluation only for the third year in a row (which would mean loss of its charter). 

If any of these situations exist, it is time for an evaluative visit to be made. The chorus 

will, of course, feel uncomfortable, even threatened, so it is up to the Education 

Coordinator or her designee to do whatever she can to lessen the atmosphere of fear 

that may be created. In addition to the aspects of chorus visits previously discussed, the 

Education Coordinator should: 

• Notify the chorus of a planned visit to evaluate its readiness for public 

performance. Include a copy of the Basic Criteria for Public Performance and 

make sure the chorus understands the expectations. 

• Devote time during the visit to explain why the standards are important and 

should be met. Stress the benefits to the chorus. 

• Work hard to establish a trusting atmosphere with the chorus director, the 

administrative leadership and the members. Give positive comments about their 

performance and use language that denotes recognition of their attempts to 

achieve what you’re asking: e.g. “Continue working on....”, “You’ve made a good 

start, now build on...”. In particular, stress that chorus improvement will come 

with each member’s individual attention to the basics of good singing. 

• Contact the chorus leadership with confirmation of the comments made during the 

visit. 

• Work with the chorus director to define musical targets that must be reached, set 

a time frame for reaching them, and inform the director and chorus what help the 

region will provide to aid the chorus in reaching those targets. 

• Maintain contact with the chorus, offering assistance to meet the deadlines that 

have been set. 

• Ensure all chartered chapters comply with the policy requiring that they compete 

or perform for evaluation every three years. If the Education Coordinator 

determines that this experience would be detrimental to a chapter, she may submit 

a written request to the Director of Music Services at international headquarters 

asking that the policy be waived. This request should include rationale for the 

request and an explanation of what has been done regionally to assist the chorus 

with its musical progress. 

Basic Criteria for Public Performance 

Musical Performance 

Performing groups and their audiences enjoy variety (including novelty or comedy 

songs, solos, and songs with modern chords) in a performance. However, the 

performance should include predominant use of barbershop arrangements sung in 

barbershop style as defined in the Judging Category Description Book. 




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Public performances should include the following musical skills 

• Correct notes and words 

• In synch and in tune 

• Energy and forward motion 

Visual Performance 

• Correct stage stance and posture 

• Even spacing between chorus and quartet members 

• Synchronization of planned movement 

• Display of appropriate facial expression and poise 

• Energy and emotional connection with the audience 

Appropriateness 

• Subject matter, lyrics or presentation should not be offensive to members and/or 

audience 

• Length of performance should fit the occasion and the audience 

• Emcee material is planned ahead and relevant to the audience 

• Delivery enhances the performance and creates a sense of continuity throughout 

the program 

• Use appropriate material in good taste. Good singing is the emphasis; joke telling 

should be minimized and used with caution 

Unit Appearance 

Costume 

• Proper fit 

• Clean, pressed and in good repair 

• Appropriate for venue and audience 

Grooming 

• Hair that is neat, clean, and styled suitably for the costume 

• Appropriate stage or street makeup applied in a uniform manner 

Members as Ambassadors 

All performance-related contacts between Sweet Adelines and the public should be 

business-like and pleasant. A generic plan, either formal or informal, should be developed 

that assigns responsibilities and ensures that all performance-related administrative details 

are properly handled. 

Each chorus and quartet member should be aware that any interaction is a chance to 

make a positive impression. Of particular importance are: 

• Interaction between the performance coordinator and those who hire the group to 

perform 

• Interaction between the performing group and the audience, before, during and 

after the performance 

• Interaction with personnel at the performance site 




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Quartet Evaluations 

Most chapters have established audition procedures to determine a quartet’s readiness for 

public performance. Since the primary responsibility for auditioning quartets is with the 

chapters, the Education Coordinator should encourage a quartet not approved for public 

performance to re-audition with its chapter. Work with the chapter to establish effective 

audition procedures. Maintain contact with the quartet, be encouraging, remind the 

members of deadlines (if necessary) and offer help. However, questions arise now and 

then concerning auditioning quartets whose members are not affiliated with a chapter or 

are in a chapter position that precludes an honest evaluation of performance ability. Some 

instances in which the Education Coordinator may be called upon to evaluate the musical 

abilities of a quartet are: 

• All four members of the quartet belong to Chapter-at-Large 

• The Education Coordinator has heard the quartet in a public performance that did 

not meet the basic criteria as outlined previously 

• A quartet’s contest score indicates that it may not be meeting the basic criteria 

• The chorus director or chapter to which the quartet members belong has asked the 

Education Coordinator to evaluate the quartet’s readiness to perform. 

At best, these situations can be awkward. As Education Coordinator you do not want to 

be viewed as sitting in judgment waiting to render a verdict. Instead, you will want to 

help the performers see and understand the basic criteria; then (if necessary) develop the 

desire to make improvements with a plan to achieve or exceed the standards of the basic 

criteria. You may want to use the following suggestions: 

• Contact the quartet in writing. Focus your comments on information, observation, 

time, place, the “what” and “how.” Avoid conclusions, judgments, advice, and the 

“whys.” 

• Ask the quartet to send you a video recording of a 15-20 minute performance 

package, in costume and including emcee material, just like an actual performance. 

• Ask another qualified person (judge, former Education Coordinator/DMA, etc.) in 

your region to give you a confidential evaluation of the video recording. Let the 

quartet know that both you and the other person will be watching the recording. 

Use her evaluation along with yours to make a decision regarding permission to 

perform in public. 

• No matter what the decision, when you return the video and results of the 

evaluation, also send comments directly related to the songs and video. Note 

specific strengths as well as areas that need improvement, giving suggestions for 

making those improvements. 

• If the quartet is not approved for public performance, offer suggestions for 

coaching help. Work with the quartet to define musical goals and develop a plan 

and timeline for reaching those goals. 




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As you watch the video, imagine that you are in the audience for the performance. What 

is your overall impression of the barbershop style as evidenced by the performance? 

Now, watch the video again and imagine that you are the coach for this quartet. Your 

job is to help the members improve their skills by becoming aware of their strengths and 

errors. Awareness of strong points brings confidence, motivation, and satisfaction. 

However, it is only awareness of weaknesses that allows the quartet to improve. 

Avoid generalizations and assumptions and be able to give specific comments about the 

following: 

• Correct notes and words sung together and in tune 

• Body language and poise 

• Appropriate, attractive and well-fitting costume on all quartet members 

• Appropriate grooming, makeup and hairstyles 

• Emcee work content and delivery 

No one performs poorly on purpose. The members of our quartets and choruses are 

constantly looking for ways to change, improve, and learn. Awareness is the key to 

learning. Performers need to be aware of what the basic criteria mean and how their 

performance compares. Even though awareness is essential to improvement, we often 

resist it because it can be so disillusioning. Sometimes, as performers become more 

aware of what needs to be learned, they feel as if they are getting worse, and so they quit 

just at the time when they could become more proficient. A competent, caring, positive 

teacher can help the quartet through this period. The Education Coordinator can assist the 

quartet in finding this person. 

When you return the video and comments to the quartet, ask the members to: 

• Watch the video while reading the comments. 

• Invite a competent coach or “fifth ear” to join them as they watch the video. (The 

Education Coordinator may need to help them find outside assistance.) 

• Write down some specific short-term goals, including a step-by-step plan. (Almost 

any accomplishment can be broken into a series of steps, which makes the process 

of achievement much more manageable and enjoyable.) 

• Contact you to set up a telephone conference with each member on a different 

extension so that all can ask questions and hear the same responses. 

The Education Coordinator should remain in touch with the quartet in a timely manner, 

as the members work the plan to successfully re-audition. 

Congratulate and celebrate with the quartet when it successfully re-auditions! 




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Sample Letters 

Date 

The ABCD Quartet Name, Contact 

Address 

Dear ABCD: 

As Education Coordinator, it is my responsibility to evaluate the musical abilities of 

choruses and quartets including their readiness for public performance. 

I know that you are working hard to learn and grow as singers and performers. 

However, it has been brought to my attention that some of your performances may not 

meet the standards required by our organization for public performance as a Sweet 

Adelines quartet. I heard you perform at in . 

Because this was only one song (or performance), it is unfair to use that as a basis for 

evaluation. 

Therefore, this is a request that you send me a video recording of your entertainment 

package. I would like to receive the video before . If that date is a problem, 

please let me know and we’ll work out a different time schedule. You should wear a 

costume, include emcee material, and sing four or more songs as in a normal 15-20 

minute performance. The purpose of this video is to assure that you are prepared 

musically to give fine barbershop performances. If there are some areas that need 

specific help, I will work with you to find someone who can help you develop those 

skills. 

Making a video recording may seem stressful to you, but you can be sure that I will 

evaluate the video as a friend. Most of us look back in gratitude to those tough teachers 

who insisted that we meet our potential. The purpose of this evaluation is to help the 

ABCD Quartet succeed, sing well, and have fun. I will do everything I can to assist you 

in that effort. If you have any questions, please call. 

In harmony, 

Name, Education Coordinator 

cc: Team Coordinator 

Chorus Director(s) 

Director of Music Services 




4/13 

Sample letters 

Date 

The ABCD Quartet Name, Contact Address 

Dear ABCD: 

It was good to talk with all of you on the phone last night. Thanks for calling and for 

being so cooperative. 

Approved Judge and I evaluated the video you sent on . 

Enclosed are the notes and comments written by the two of us as we watched and 

listened. Based on that evaluation, we recommend that the ABCD Quartet not accept any 

further public performances until you have re-auditioned and been approved for public 

performance. 

(Note: The following paragraph refers to correspondence coaching. This isn’t meant 

to imply that it is the preferred method, but is an option if other coaching help is not 

available. If the quartet chooses this option, make sure the members understand that it 

is slow.) 

Regional Staff Member 

is willing to coach you by correspondence with 

the use of audio recordings. In addition, I recommend that you also find someone in 

your community who can be a good “fifth ear” for you. This person doesn’t have to 

be an experienced coach but should have a good ear for accuracy. Let her know what 

specific skills 

has asked you to work on and she will be able 

to help you progress much faster. Correspondence coaching can be very helpful, but it 

is also very slow. 

Invite your “fifth ear” to meet with you and watch the video as you read the enclosed 

notes and comments. Then work together to develop a detailed plan to improve your 

musical skills. Enclosed you will find a sample action plan that may help you in this 

endeavor. 

Once the plan is in place, it is a matter of disciplining yourselves to carry out that plan 

one step at a time. Please keep in contact with me. I am looking forward to your success 

and wish you the best of luck as you prepare to re-audition. 

In harmony, 

name, Education Coordinator 

cc: Team Coordinator 

Chorus Director(s) 

Director of Music Services 




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Internationally Funded Visits 

The Education Coordinator, in conjunction with the Membership Coordinator, is 

responsible for scheduling the internationally funded visits. Funded visits are allocated as 

follows: 

• A total of 18 internationally funded education visits to chartered chapters is 

allocated. The focus of internationally funded visits is education, administration 

or issues regarding membership. Internationally funded visits should not be used 

for “get acquainted” visits. 

As each member of the regional management team has differing areas of expertise, the 

region will determine which of the coordinators or her designee will make each visit. 

Your region will be able to download reporting forms from the Sweet Adelines 

International Web site for use in internationally funded visits. The form includes request 

for reimbursement. Worldwide regions may be issued reimbursement in their country’s 

currency if they choose that option. 

Many regional leaders determine which chapters could most benefit from internationally 

funded visits and then schedule these visits as early in the fiscal year as possible. This 

gives the visiting leader time to plan for her trip and gives the chapters time to confirm a 

date convenient for their members. 

• Prospective chapters require two musical and two administrative visits in order 

to fulfill their chartering requirements. Typically, one visit would occur when the 

chapter is in Step One and one would occur when the chapter is in Step Two. (If 

determined necessary, a third musical visit may be granted with permission from 

international.) The musical visit should be made by the Education Coordinator or 

her designee. The administrative visits are made by the Membership Coordinator 

or her designee. 

• Two internationally funded visits are available per year (maximum two years) 

for chapters in revitalization. The regional management team chooses the visitor 

based on chorus need. 

Of course, the region may plan visits funded by the region in addition to those funded 

by international. Although it is not mandatory that international receive a report of 

visits funded by the region, you are encouraged to do so as the music services and 

communications departments at headquarters are interested in chorus progress. 

To receive prompt reimbursement for internationally funded visits, please comply with the 

following: 

• Always use the appropriate funded visit form. Additional forms are available upon 

request. 

• If a designee is assigned to make the visit, the form must be signed (approved) by 

the appropriate coordinator (Education Coordinator or Membership Coordinator) 

before being forwarded to international. 




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• Round-trip ground transportation is reimbursed at the mileage rate approved 

by the International Board of Directors for the current fiscal year. Ground 

transportation reported in kilometers will be converted to miles. 

• When considering funded visits, please note that hotel nights and food are not 

included as part of reimbursable expenses. 

• Any chapter visit requiring transportation in excess of $600 must be pre-approved. 

Phone or email the Deputy Administrator at exec@sweetadelineintl.org, or the 

Corporate Secretary at corp_secy@sweetadelineintl.org or 800-992-7464 or 1-918- 

622-1444 to obtain pre-approval. 

• Regions may use Journey House Travel Service to purchase tickets for 

internationally funded visits. 

If Journey House Travel Service is being used, charges are billed directly to the Sweet 

Adelines International master account. Following is information on Journey House Travel 

Service: 

• Call Journey House Travel Service at 800-251-6559 (or outside the United States 

call 1-918-524-5249) Monday-Friday 8:30 a.m. – 5:00 p.m. Central Time. 

• Identify yourself as a Sweet Adeline. 

• Tell the agent handling your call that you are booking an internationally funded 

visit and give the applicable code: 

Code # 7660 - Visits to prospective chapters 

Code # 7670 - Visits to chartered chapters 

Code # 7675 - Visits to revitalizing chapters 

• Make the visit and complete the appropriate funded visit form. Attach the airline 

ticket stub to the visit form and submit it to international headquarters. 

Members may choose to book flights through another travel agency or via the Internet. 

If so, provide copies of receipts, ticket stubs, or itineraries indicating the amount of 

airfare along with a funded visit report form for reimbursement. 

Prospective Chapters and Steps Toward Chartering 

Early and continued communication is essential in the development of a prospective 

chapter, administratively and musically. When notice is received from international 

headquarters that a prospective chapter has received the Step One materials, the 

Education Coordinator should write to the prospective chapter, welcoming the chapter to 

Sweet Adelines International and to the region. The letter should explain the Education 

Coordinator’s position as it relates to extension and tell the prospective chapter what is 

expected of it musically. 

The Education Coordinator is required to make two visits to each prospective chapter 

before the chapter may charter. A third visit may be made upon request to international 

headquarters. The Education Coordinator’s approval is required before the group may 

perform in public and before the charter is granted. If the Education Coordinator is 

unable to make a visit, a representative may be assigned to do so. 




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The first musical visit should take place in Step One to ensure that: 

• The group understands the barbershop sound. 

• Singers are singing correct notes. 

• Prospective members are being auditioned. 

• The chorus director has good musical potential. 

If the chorus director does not have a barbershop background, the Education 

Coordinator or a representative may provide assistance in directing and teaching 

techniques. Directors of prospective choruses should be encouraged to attend regional 

musical events and to familiarize themselves with materials available through 

international. 

The first musical visit is the most important. Since time is limited, the Education 

Coordinator must be prepared to make efficient use of time with the prospective. The 

Education Coordinator should write to the chorus director, with a copy to the chapter 

president or contact person, to establish the plans for the visit. It is best to meet early 

with the chorus director and/or officers, if possible. 

When the Education Coordinator meets with the chorus, she should: 

• Give them time to get to know her. She should tell a little about herself and her 

Sweet Adelines experience. 

• Tell the group about how and when Sweet Adelines International was organized. 

• Explain the organization’s educational programs. 

• Explain the difference between the barbershop style and other forms of choral 

music. It is helpful to use visuals and recorded examples of the styles of music so 

that the members can hear and see the differences. 

• Teach a song, a part of a song, or a tag, so that they get the feel of barbershop 

harmony. 

• Explain some of the new words members of the group will be hearing (for 

example, lock-and-ring, swipe, tag). 

• Emphasize the importance of good vocal production. Demonstrate correct 

breathing and vocal exercises. The Education Coordinator might recommend 

books or other publications of benefit to the prospective chapter. 

• Discuss the role of the director and chorus-director relationship. Remind the 

group that areas of responsibility and specific duties should be spelled out in the 

director’s agreement. 

• Allow time for questions and discussion. 

• Tell them what will be expected of them for the next Education Coordinator visit. 

To whet their appetite, prepare a table of literature, pictures, handbooks, and other 

materials for prospective members to examine during breaks, or provide a live 

demonstration of the Education Center tools from the International members only 

website. The Education Coordinator should keep in mind that the typical prospective 

chapter will be at a beginning musical level. Pictures, recordings, and remarks about the 

accomplishments of the Education Coordinator’s chorus should not lead prospectives to 

feel that such achievements are beyond them. 




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Every musical visit should include singing. The first visit provides the Education 

Coordinator the opportunity to work with the group on the basic components of balance, 

blend, and vocal production. Also, she can observe the director working with the chorus 

and offer constructive feedback. Any criticism of the director should be given privately 

and not in front of the group. 

The second visit should occur during Step Two, to evaluate the group’s readiness for 

public performance. The prospective group should be told to be ready to present a sample 

performance of five or six songs, complete with costumes, makeup, and emcee material. 

The Basic Criteria for Public Performance should be reviewed so that the group will 

understand the standards of measurement. It should be determined at this visit whether 

the group is to be approved musically for charter. If the group is not “charter ready,” a 

third visit may occur if approved by international headquarters. 

Though it may be difficult to deny approval for public performance or charter, the longterm 

effect must be considered. If chorus members realize from the very beginning that 

musical standards must be met, they will be more likely to demand more of themselves 

musically. 

For the required visits, international reimburses the Education Coordinator, or her 

representative, for travel at the current rate approved by the international organization. If 

the transportation costs exceed $600, the Education Coordinator must seek prior 

approval from the Deputy Administrator or Corporate Secretary. 

After each visit to a prospective chorus, the Education Coordinator must complete a 

Prospective Chapter Musical Progress Report and submit it to international headquarters 

before being reimbursed. If the visit was made by a representative, the Education 

Coordinator must cosign the report. As part of the report, the Education Coordinator is 

asked to specify whether or not the group may perform in public and whether or not the 

group is approved musically for charter. When the Education Coordinator approves a 

group to charter, a copy of the report must be sent to the Team Coordinator. 

Often the Education Coordinator feels it necessary to monitor a prospective chapter’s 

musical progress between the required visits. Many Education Coordinators have 

developed an evaluation program in which the group is requested to send an audio 

recording at regular intervals. The Education Coordinator listens to the recording and 

provides a written or oral critique. Most regions provide funding for an interim visit. 

Occasionally the Education Coordinator will feel that an additional visit is necessary 

because of unusual circumstances. For example, there may have been a change in 

directors, the membership may have changed significantly, or musical approval for 

charter was not granted following the second visit. If the Education Coordinator wishes 

to make an additional visit to be funded by the international organization, prior approval 

of the Director of Communications must be requested. Of course, the Education 

Coordinator is not limited to making only the required visits. Additional visits may be 

funded by the region. 




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The Education Coordinator can provide other educational opportunities for prospective 

chapters. All prospectives should be included in regular mailings regarding regional and 

international schools and other regional events. Directors of prospective choruses should 

receive copies of all regional newsletters. Some time should be set aside to meet with and 

recognize prospectives during regional weekends. Another possibility is for a competing 

chorus and director to host the director of a prospective chorus during the regional 

competition. This provides an opportunity to gain exposure to competition through the 

competitor’s eyes. 

The Education Coordinator should remain in touch with each prospective chapter. 

Choruses, both prospective and chartered, that feel they have been sought after, that they 

have received regional assistance, and that the Education Coordinator sincerely cares for 

them, are more likely to participate in and support other regional programs than those that 

feel they’ve been left on their own to do the best they can. 

A prospective chapter that has been provided a firm foundation of music education will 

be a strong chorus musically after chartering. The responsibility for laying that 

foundation lies with the Education Coordinator. 

Script Writing 

“It takes three weeks to prepare a good impromptu speech.” -Mark Twain 

Have you ever written a script? Well, get ready! In your position as Education 

Coordinator you’ll undoubtedly need to write a script for an upcoming class at one time 

or another. How do you feel when presented with such a request? Do you know where 

to begin? Whatever your initial response, the thought of composing a script can be 

somewhat daunting. To assist you, remember the three “P”s of script writing: 

Preplanning 

When faced with the task of writing a script, remember the following information: 

• Topic/subject of script 

• Class objective or purpose 

• Number of attendees 

• Time frame (start at. . . finish by . . .) 

• Time of presentation 

• Setting (proactive/formal or interactive/informal) 

• Special instructions 

The time frame, time of presentation and the setting will have a big impact on the 

content of the script you will eventually write. The informality of a group of 20 on a 

college campus will lend itself to a different type of presentation than will an audience 

of 500 in a hotel ballroom. A different type of script may be needed for a class given at 

9:00 a.m. as compared to a class given in the evening after a full day of education. 




4/13 

Before putting pen to paper or turning on your computer, sit down and visualize your 

audience. To do that, you’ll need an “audience snapshot.” Some of the things you’ll 

want to know: 

• Gender 

• Age group 

• Special interest group (i.e., directors, board members, choreographers, general 

membership) 

• Barbershop experience 

• Mood and expectations 

Sometimes you may not have specific information about a class made up of general 

members. In that case, remember the rule of “Predominantly.” Most audiences are 

composed of people who are “predominantly” something. In our organization, most 

are predominantly adults, are predominantly female, and are predominantly chorus 

members. All are singers! 

Once you have the audience profile, approach your subject from the audience’s point of 

view. Many script writers make this common mistake: they approach their subject 

matter from one point of view—theirs. Your message, however, must speak to the needs 

of the listeners; to achieve that, you must structure the script from their point of view. 

Your script doesn’t need to be meaningful to you; it needs to be meaningful to your 

audience! Imagine listening to you from their perspective. Then ask yourself the 

following questions: 

• How do I want the audience to perceive me (or the presenter)? 

• What’s important to them? What will “speak” to them from their perspective? 

• How can this topic be approached to make it meaningful and memorable to this 

audience? 

Once these questions have been answered, you’re ready to begin working on the script. 

Packaging 

The first question you’ll face is “What type of script should I write?” Which type you 

choose generally depends upon your own preference; another important influence, 

however, is whether you will be the sole presenter of the script or if you’re writing the 

script for other people to present. 

One type of script is the narrative. In narrative style, a script is written word for word the 

way it will be presented. The advantages of this style are that it forces the writer to 

organize every detail and allows the presenter to actually present what is written. That, 

too, is its disadvantage. Visually, page upon page of written material can be 

overwhelming to another presenter. In addition, it’s written in a style unique to the 

writer with that individual’s nuances and vocabulary. That often makes it more difficult 

for other presenters to “make it their own.” 

The opposite end of the spectrum is the outline type of script. A formal outline forces the 

material into a specific framework, breaking down the content into smaller and smaller 




4/13 

subsections. It’s the type of outline you probably had to do in school, where if you have 

an “A,” you must have a “B;” if you have a “1,” you must have a “2.” It’s that specificity 

that makes this type of script somewhat cumbersome and limiting. In today’s jargon, a 

formal outline is not “user friendly.” 

A third type of script lies somewhere between narrative and formal outline and that’s 

the lesson plan. In a lesson plan, the items to be discussed are presented, but without 

all the wording of the narrative. The writer still includes all the aspects discussed in 

the “Preparation section,” but it will be written in incomplete sentences and notes. 

This works well if you’re the sole presenter; if someone else is to present your script, 

however, you must make sure you’ve included all the pertinent information. 

Visually, this type of script packaging is not as overwhelming as the narrative. 

Preparation 

The first thing to know about preparing a script is that it isn’t usually written in the 

same order as it will be presented. Every presentation begins with some type of 

introductory opener. That’s not the place to begin, however. You’ll prepare the script 

in one order and present it in another order. 

Prepare a script in stages. Don’t try to sit down and write the entire thing at one sitting. 

The writer needs to: 

• Outline each component 

• Develop the narrative 

• Design supplemental materials (audiovisuals, handouts, etc.) 

• Practice 

Objective 

Your first task is to write—yes, write—a brief statement that answers the question, 

“What do I want to accomplish by writing this script/delivering this presentation?” This 

is the foundation of your script. It is the first element to prepare because all the rest of 

the script must be designed to support your objective. If it doesn’t support your 

objective don’t include it in the script! 

One way of formulating your objective is to complete the sentence: “By the end of my 

presentation, people will . . .” When preparing a script, you typically want the audience 

to: 

• Understand something 

• Be able to do something 

• Do something 

Key Points 

Once you have the objective, develop the body of the script by determining which key 

points will best support the objective and be meaningful for the audience. In organizing 

key points, remember the rule of three. Try to group your material into one, two or three 

key points, but no more than three. (This doesn’t mean that you’ll always have three key 

points; sometimes you may have two and in rare instances you might have four.) This 




4/13 

forces you to organize your material into a clear, logical order which will be easier for 

your listeners to understand and remember. It also keeps it simple for your listeners so 

they’ll be able to retain more. 

To best determine your three key points, try answering these questions: 

• What points will best lead to my objective? 

• What points do I most want the audience to remember? 

There are several ways to organize key points once they are determined. Make sure to put 

them in a sequence that’s easy to follow. Here are some suggestions: 

• Chronological order 

Past, present, future 

First, second, third 

• Spatial arrangement 

Major, minor, symmetrical chords, for example 

Chorus size 

Chorus level (A, B, C, etc.) 

• Topical: from the least important to the most important 

Concerns and Solutions 

If your script and your subject matter lend themselves to an easily remembered 

mnemonic device, use it; it helps your audience remember the key points. Don’t let the 

search for cute memory devices take up the bulk of your time, however. 

Supporting Material 

Once the key points are determined, gather the supporting material which will 

substantiate those points. There are a variety of sources from which to gather 

information: 

• Internal: all Sweet Adelines’ website, various manuals and publications; faculty 

members; regional personnel; handouts you’ve collected over the years; 

headquarters staff; audio and video recordings. 

• External: local and university libraries; outside experts; multi-media (TV, audio, 

video); computer database; newspapers and magazines. 

• Personal: your own experience; your personal library. 

As you collect the supporting material for your key points, think about the most 

effective ways of presenting it for that particular audience in that particular setting. 

Supporting material could take any of these forms: 

Examples: Examples provide support based upon experience, using a person or event 

to prove a point. Sometimes, instead of using a factual example, ask the audience 

to visualize a scenario of what might occur given certain parameters. For example, 

visualize what might be the outcome of trying to prepare a script an hour before 

you’re scheduled to present it! 




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Comparisons: Sometimes you can compare the point you want to make to something 

with which the audience is familiar. Comparisons can be either similar or contrasting. 

In writing a script on judging levels, for example, you might compare a chorus which 

spent time perfecting vocal production skills with a chorus which did not. If a direct 

comparison isn’t available, use an analogy: “Not teaching vocal production skills is 

analogous to trying to build a house without a foundation.” 

Quotations: If you present a quote from some famous person, the audience 

will usually assume that it’s true. Who are some “quotable notables?” 

Findings: Findings are factual, quantitative data. If findings are used, make 

sure they are current and accurate. Comparing membership figures for the past three 

years would be appropriate use of data in a class evaluating the effectiveness of the 

Singers Wanted and Ready, Set,...Grow programs. 

Audio/visual: Audio/visual materials provide vocal or graphic substantiation for 

supporting material. Certainly visual images can have a longer lasting impact than 

words alone. They are not intended to be your entire presentation, however; they 

should merely support it. Visual aids should be just that: visual. They are not intended 

to be mere representations of words on an overhead. Instead, they should support your 

material pictorially. 

Attempt to strike a balance when researching supporting material: consult various 

sources, combining internal, external and personal, and choose varying ways of 

presenting it, using as many of the ways listed above as fit naturally into the script. The 

supporting material will be the bulk of the script. When first starting your script, don’t 

get bogged down in research or in trying to be cute or creative. Just jot down some 

ideas; once you begin writing, you can add more “flesh” to those “bare bones.” Avoid 

the temptation of using too much supporting material. Either there won’t be enough time 

to present the script in the time allotted or the presenter will end up with a shopping list 

of information. 

Now that the supporting material is written and the bulk of the script is prepared, you’re 

ready to lead the audience from one point to the next by writing transitions. 

Transitions 

Transitions are merely mini-summaries of the key points made and mini-previews of 

where you’re heading. Transition statements don’t have to be long; they make your 

message easier to follow and they help keep the audience on track. Each key point 

should end with some type of transition statement. If you get stuck and can’t think how 

to write a transition, try following this formula: “Having considered point number one, 

let’s now take a look at point number two.” 




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Preview and Summary 

The preview and the summary are the next two pieces of the script that you write. 

Basically, the preview tells the audience what you’re going to tell them and the summary 

tells them what you told them. Apply the formula of: 

T x 3: 

• T-1: PREVIEW: Tell them what you’re going to tell them. 

• T-2: BODY: Tell them. 

• T-3: SUMMARY: Tell them what you told them. 

The summary statement is the opposite of the preview statement; it looks back and 

shows where the writer’s been. 

Opener 

Every presentation begins with some sort of an opener. If you’re the one presenting your 

script, include the opener in the script. If someone else is presenting the script, she may 

opt to come up with her own opener. The opener is not actually the beginning of the 

content of your presentation, but instead is a way of opening up the audience. It should 

capture the audience’s attention while foreshadowing the upcoming theme. Wait to 

prepare the opener until after you’ve developed the body of the script. There are several 

different types of openers: 

Quotation: Any quotation should come from a recognized authority on your subject. 

The authority should also have universal recognition, so that everyone knows the 

name. The person whom you quote should be an attention-getter. 

Rhetorical question: A rhetorical question involves the audience immediately in the 

subject matter, it instantly focuses attention to the matter at hand and the audience 

becomes involved by formulating a mental response. 

Declarative statement: This is a bold, emphatic statement of fact. It needs to be 

interesting to the members of the audience and grab both their attention and their 

imagination. To open a class on Pythagorean tuning, the declarative statement might 

be, “She who makes the most overtones wins! This class will teach you how to do just 

that.” 

Scenario: Make up something to create a picture in the mind of your audience. 

Scenarios are already used often in choruses as the members visualize themselves in 

a competition or performance situation. One type of successful scenario is to lead the 

audience members through a visualization in which they already know the material 

you are about to present. Through such a scenario, they can see themselves as 

knowledgeable, successful, professional, or whatever you want the outcome of your 

presentation to be. 

Anecdote: An anecdote is usually a personal story that relates to your upcoming 

material. It can be entertaining, humorous, or emotional, but above all it must be 

brief. 




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The best openers are usually a combination of two or more of the elements just 

discussed. Whatever type of opener you choose, it should fit your own personal style 

so that your beginning is comfortable and natural. Once you’ve decided upon an 

opener, the only piece left is the closer. 

The Final Response 

The closing comments in the script are used to remind the audience of what the 

objective was. Present what you want the audience to do after the summary, either as a 

reminder, an application, or for approval. Here’s an example of each type of closing: 

• Approval: We witness the best example of approval every time we watch a 

champion quartet perform. Invariably, after their performance, one member will 

say something like, “If you liked our performance this evening, you’ll enjoy it 

just as much in your living room. We will have CDs available for sale in the foyer 

immediately following the show.” That’s an approval closing. 

• Reminder: “By using the three P’s—preplanning, preparation, and packaging— 

you will be able to write an effective, cohesive, well organized script that will be 

the envy of all the participants.” 

• Application: “Now that you have the tools necessary for writing a good script, 

take the last few minutes to jot down two or three new organizational skills which 

you’ll use the next time you’re invited to write a script.” 

If you follow the three “P’s” for script writing, you’ll appear more confident, better 

organized, and more professional and you’ll truly give a “thumbs-up” presentation! 


Chapter 5: Events Coordinator 


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Events 



• Facilitates the securing of appropriate venues for regional programs and events, 

including site inspections and negotiation of contracts. 

• Coordinates on-site arrangements for all regional meetings and events, including 

regional competitions. 

• Oversees the work of the Chair of the Regional Convention (CRC) as 

defined in the Guidelines for Regional Convention. 

• Works in coordination with the Marketing and Education Coordinators on 

marketing and educational events. 

• Oversees registration for all regional events. 







Planning and Scheduling Regional Events 

A successful regional event rests in your hands! While that may sound daunting, the key 

to successful event planning is attention to details and negotiating a contract that meets 

regional needs. 

There are at least a hundred ways to impact event planning ranging from temperature 

control to sound equipment, maps and directions to the event, schedules and agendas— 

every detail involving the event. These details are your responsibility, and done right, 

they spell success! Whether you are planning a regional event for a few or for the entire 

region, details can make or break the event, and most of the same details apply to any size 

meeting or event. 

Before you begin searching for the appropriate facility for the event, consider the 

following background information to determine your facility requirements: 

Events Coordinator • 5-1



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Know your region 

• Where are the choruses located? 

What are the highways the membership will travel? 

• Does membership travel to meetings by plane? If so, airport proximity should be 

considered in site selection. 

• Which choruses usually support this type event? 

• What influences attendance by the regional membership? 

• Advance promotion, cost of rooms, faculty, class topics, time of year (i.e. 

weather), etc. 

• What is the priority of these influences? 

• What are the membership’s preferences? 

• Hotel versus college campus facility, two to a room versus triple or quad, two to a 

room preferring two double beds, etc. 

Know your requirements 

• How many attendees are expected? 

• Anticipated number of sleeping rooms required for overnight attendees? 

• Will the event have multiple classes in session at the same time? 

• How many attendees are expected in each class? 

• What other spatial needs does the region usually require, such as a separate 

registration area, ways and means area, etc. 

• Will there be a need to take continuous notes or record any class? 

• Are risers needed? How many sections or sets? 

• Are there enough nearby restaurants to feed the attendees in a timely manner? 

Considerations When Selecting a Facility 

Once you have narrowed down the list of possible locations using your logistical and/or 

geographical requirements, you can begin the second phase of your facility selection 

process. This involves the selection of the actual facility. 

For a larger scale meeting (and smaller scaled meetings depending on the geographical 

location), you may have better results by approaching the selection process within the 

context of a “bid.” Contact the local convention and visitors bureau (CVB) and ask 

them for a request to all facilities to be sent on your behalf. You will need a list of your 

requirements; number and size of meeting rooms to be used, anticipated attendance, 

and anticipated number of sleeping rooms to be used. Remember that the more detailed 

information you can supply, the better the responses will be and the easier it will be to 

narrow down your choices. 

You may already know the city and general location of the facilities you want to consider. 

In this situation, you need only contact the facility and ask for a meeting planner’s kit in 

order to evaluate the facilities before you inspect them. Even though you already know 

which facilities you want to consider, it may be a good idea to contact the local CVB to 

arrange an inspection tour of the facilities you want to investigate. 




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Either way, you have narrowed down your location search and you will need to arrange 

an inspection visit in order to evaluate the properties. As mentioned, you can contact 

each facility yourself or you can allow the CVB to arrange an inspection tour for you. 

Properties involved in overnight accommodations and meetings are familiar with the 

practice of inspection tours. An industry standard is to allow access to meeting rooms, 

an example of a sleeping room, an example of a suite, and a candid discussion of what 

the facility is willing to do in order to win your business. You can also expect one of 

the properties to offer complimentary (comp) overnight accommodation for you and/or 

your inspection team. It may be tempting to abuse this privilege, so be careful not to do 

so; your actions reflect on the whole organization. 

Regional Convention 

The Events Coordinator oversees all of the activities and business relating to the 

regional convention. In conjunction with the regional management team, she has the 

ultimate responsibility for ensuring that the regional convention proceeds in accordance 

with international and regional policies and procedures. Your specific responsibilities 

are described in detail in the Guidelines for Regional Conventions (GRC). You will 

find it necessary to read the GRC in its entirety in order to fulfill your role as Events 

Coordinator as it pertains to the regional convention. 

Site Selection and Inspections 

The Events Coordinator oversees site selection for all regional meetings and events, 

including regional convention. This includes making the appropriate site inspections to 

determine suitability. Section D of the Guidelines for Regional Conventions provides 

specific details regarding this function with respect to regional conventions. With 

appropriate modifications, this will also serve as a blueprint for other regional events, 

such as meetings and workshops. 

While a regional convention may require the most complex facility requirements, each 

will have its own specific facility needs that will require your skills and attention to 

detail. Following are considerations when selecting a site. 

Before the Initial Contact 

• Gather your region’s history of previous events and put it in an organized format. 

Include your “no show” history. 

• Determine events to book: sleeping room needs, meeting space and events needs. 

Determine what extras you need such as suites, upgraded rooms, or rooms for those 

on your committee. It will be helpful if you can enter this information in a chart or 

spreadsheet format for easy viewing. 

The Initial Contact 

• Establish a sales department contact. Talk with your contact to begin establishing 

your relationship. A good relationship with the facility contact is really important. 

However, you might have had a great contact at a facility and when you return for 




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another event, that person has left. Hotel sales staffs usually don’t leave the business, 

they just move to another facility. Try to develop a good relationship with them and 

keep in touch. They might be an excellent contact for you at a later date in a different 

facility. 

• Send the information on the upcoming event to your contact requesting a proposal 

• Set up a visit if you are still interested after you receive the proposal. Remember, this is 

the first offer and you may be able to negotiate a better deal. 

Site Inspection and Selection 

• Site selection involves determining the physical requirements, the attendees’ interests 

and expectations, selecting the general area and type of facility, and evaluating the 

choices. 

• Your purpose is to look at the facility when making a site inspection and to build a 

relationship and alliance with your contact person. 

Negotiating a Win-Win Deal 

• Determine what rates other groups are getting at your same time of year. Each facility 

has a peak, shoulder (mid-season), and low season. Know in which of these “seasons” 

your meeting will occur. Most facilities also have days of the week when business is 

the strongest, and this may affect your negotiations. 

• Recognize that your meeting has a “value” to the hotel or other meeting site. For 

example, your meeting may have a greater value to a new hotel that’s trying to 

establish itself or to a hotel that needs to fill its sleeping rooms. 

• Know what is negotiable. Some examples of items you may want to negotiate include 

the size of the sleeping room block, rate for sleeping rooms, complimentary rooms, 

food and beverage considerations, parking, deposits, cutoff dates, and attrition/ 

cancellation clauses. 

Communicating On-Site Needs 

• Refer to the written copy of your setup needs and review them with your on-site 

contact. Keep the communication lines open; be available for last minute questions or 

necessary changes. Review the banquet event orders (BEOs); check meeting rooms 

for temperature comfort and necessary audio/visual equipment. 

• Keep your onsite office staffed. Members need to know where they can find 

assistance with questions, or last minute problems. Be sure the office is staffed during 

announced time periods. 

After the Event 

• Collect event statistics and review the pick-up report (the number of facility guest 

rooms actually used out of a room block). 

• Write thank-you letters. 




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Successful Negotiations 

As the Events Coordinator for your region, you are responsible for negotiation with 

hotels and facilities for regional meetings. There are many books available on the art of 

negotiating and your local bookstore can supply you with these. They will give you tips 

on the psychology involved in negotiating and you may want to investigate this. The 

information provided in this chapter will give you some of the basic information you 

need for successful negotiating. Consider what other resources are available to assist you 

with negotiations. There may be other members of the RMT or regional members who 

already have negotiation skills. You may also want to consider researching the services 

of event planner organizations. 

Successful negotiations should lead to mutual respect and a win-win situation. To 

negotiate effectively, you must know the value of the meeting to the suppliers of the 

facilities. You are not only a buyer in this situation, you are a seller; their perception of 

the meeting value determines the cost to the meeting organizer and attendees. To do this, 

give them 

as much information about the meeting as possible and present it in a concise and logical 

format. 

It is very important to have the history of the meeting from past years. The salesperson 

will want to contact the facility where the meeting was held previously and verify 

information, so be prepared to supply a contact and telephone number if possible. One 

possible format for providing either the projected needs of the meeting you want to book 

or the history of a previous one is included in this chapter. 

Hotels determine the value of your meeting by considering several things including: 

• The number of sleeping rooms needed 

• The arrival/departure pattern 

• The no-show factor (the percentage of people who make a reservation but don’t 

show up and don’t cancel the reservation) 

• The amount of catered food and beverage 

• The usage of their outlets (restaurants, bars, gift shops, etc.) 

• The number of people likely to use room service 

A hotel whose largest market segment is business travelers on Sunday through Thursday 

nights is more likely to value a weekend meeting to complete their week. Room rates 

vary from city to city. Costs will generally be higher in larger cities than in smaller 

towns. Resort properties can be quite costly during the “season,” but offer good buys in 

off-season. 

A hotel’s largest profit center is its sleeping rooms. Approximately 75 percent of the room 

rate is profit while food and beverage generates 20 percent to 30 percent profit. In today’s 

market, hotel rates are high and good deals on rates are difficult to get. If you can’t get the 

room rate you want, you may be able to get other concessions that will at least help 

reduce the cost of what the region will be funding. An example might be special rates 




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(usually 2550 percent off the group rate) on rooms used for committee members, faculty, 

judges, or whomever the region is funding to attend. Complimentary suites, upgraded 

rooms for VIPs, complimentary meeting space, and amenities in VIP rooms are just a few 

of the concessions you might get. If you have flexibility in your dates, you are in a better 

negotiating position. 

Negotiating with a convention center or a theater as a site for a competition or a show is a 

different experience. Some of the things they look at to determine rates include: 

• Type of event (rock concerts are sometimes destructive to a facility) 

• Nature of sponsoring organization; many have a lower rate structure for nonprofit 

groups 

• Staging, lighting, sound, and video setup 

• Amount of revenue likely to be generated in the concession area 

• Amount of time required for move-in and move-out 

• Show hours 

• Amount of backstage space needed 

Convention centers and theaters often have a printed rate structure for various types of 

groups and they won’t negotiate those rates. They may be willing to make concessions 

on move-in and move-out time, backstage space, house equipment or staging provided, 

or other things that might reduce your costs. Provide them with as much information as 

possible at the beginning so they can help you determine how to create a win-win 

situation. 

For hotels and other facilities, a multiyear contract can put you in a stronger negotiating 

position. Remember that you may not be able to get the low rates available a few years 

ago. Hotels and facilities have much more business than they did then and they are 

picking and choosing the groups they take. It is sometimes difficult to book your 

preferred site, much less get favorable rates. It is important to project the image of being 

financially conservative. Be professional when you explain your financial parameters for 

the meeting and for your attendees. Be organized, prepared, and dressed in business 

attire for the negotiation session. Enthusiastically sell yourself and your meeting and 

expect the best. 




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Sleeping Rooms and Meeting Space 

Name of Meeting: Sweet Adelines International Region X Convention 

Location: Any town, USA Phone #: 

Agenda Time Function Set-Up # of People 

Day 1 

THURSDAY 

3:00 p.m. 10:00 p.m. 

5:00 p.m. 10:00 p.m. 

Registration 

Exhibits 

Tables 

(20) 10 x 10 

Flow 

Flow 

Day 2 

FRIDAY 

9:00 a.m. 6:00 p.m. 

9:00 a.m. 6:00 p.m. 

10:00 a.m. 10:45 p.m. 

1:00 p.m. 2:45 p.m. 

3:00 p.m. 4:00 p.m. 

10:30 p.m. 11:00 p.m. 

Registration 

Exhibits 

Quartet Reception 

President’s Lunch 

Annual Membership 

Meeting 

Mass Sing 

As set 

(20) 10 x 10 

Reception 

Rounds 

Theater 

Open space/misc 

Flow 

Flow 

120 

60 

500 

400 

Day 3 

SATURDAY 

7:00 a.m. 11:00 a.m.* 

8:00 a.m. 11:30 a.m. 

8:00 a.m. 11:30 a.m. 

10:30 p.m. Midnight 

Chorus A** 

Chorus B** 

Chorus C** 

Chorus D** 

Chorus E** 

Chorus F** 

Chorus G** 

Chorus H** 

Chorus I** 

Chorus J** 

Exhibits 

Registrations 

Afterglow-Cash bars 

Rounds 

Rounds 

Rounds 

Rounds 

Rounds 

Rounds 

Rounds 

Rounds 

Rounds 

Rounds 

(20) 10 x 10s 

As set 

Rounds 

50 

30 

90 

60 

25 

75 

150 

40 

125 

80 

Flow 

Flow 

600 

* Most banquet space can be reset for a second chorus. There will also be heavy room 

service usage during this time. 

**Chorus Breakfast/Rehearsal 




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Negotiating a Contract 

Excellent information on negotiating a contract can be found in the Contracts section of 

this handbook. Please refer to this information for the legal aspects of contract 

negotiation. The following information is intended to assist you in discussing points to 

be covered in the contract. 

• Dividing room panels are not soundproof. 

• Discuss the necessity of designating the assignment of meeting room space to be 

used and include it in the contract. 

• Discuss the effects of loud music or rhythmic beating of drums placed next door 

to an a cappella group or to a speaker, and try to include some type of protection 

in the contract. It is important to educate facility personnel on plans for the event, 

particularly when a speaker will be addressing the region in the evening when 

louder groups may be convening. 

• Discuss placement of the region’s registration area, ways and means area, etc. and 

include it in the contract. 

• Discuss availability and any cost associated to tables, linens, chairs, easels, etc. 

and include it in the contract. 

• Make sure you understand all deadlines and requirements for receipt of 

information and especially for acceptance of changes (e.g. required room 

blocks for attrition). 

• Be prepared to provide information pertaining to past events of the same nature 

and provide contact information at previous facilities used for these events. 

• Be prepared to provide information on previous events regarding number of 

sleeping rooms booked and number actually used. If you can provide written 

documentation on the facility’s letterhead, it would be even more helpful. 

• Be sure to address a facility’s tendency to overbook due to their experience with 

no-shows. Providing information regarding number of sleeping rooms booked to 

number actually used will prove this point. 

• During negotiation discussions, be sure to give as much information as possible 

and be as honest as possible. 

• Document, document, document because you can be totally assured that facility 

personnel will change and change in facility ownership is highly likely. Also, be 

aware that change in facility ownership does not entitle new owners to change a 

contract. When a facility is purchased, the facility’s booked contracts are 

purchased as is at the same time. You may, however, include a clause that gives 

you the right to cancel in the event of a change of ownership or management. 

On-Site Management 

By the time you arrive on-site for your meeting, most, if not all, of the details have been 

taken care of with the facility. Your primary purpose is to see that the instructions you 

have given the facility personnel are carried through. 

One of the most important things to do is make sure at least one person in addition to 

yourself knows the details of the meeting. In case of an emergency, this person could 

carry on without you. You will also need people to monitor meeting rooms and staff an 

office, if you have one. 




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You and your assistant should plan to arrive at the facility one day prior to your attendees. 

This will give you an opportunity to have a pre-event meeting and walk through your 

program with the facility personnel. You will have received a résumé and event orders 

from the facility listing your requests. The pre-event meeting is the time to verify that all 

of your plans are in place. If there are any last minute changes, they should be covered at 

this meeting. The following areas should be discussed in the meeting: 

• number of sleeping rooms blocked each night and the rooms picked up 

• what meeting space is blocked when 

• meeting space setup 

• audio and visual equipment scheduled for each room 

• catered functions 

• miscellaneous functions 

• bus pickup/drop-off – competitors and audience members – be sure an area in the 

parking lot is “roped/coned” off for bus pickup/drop-off 

It is important to know who your contact is for each of the above-mentioned areas as well 

as how to reach them. Some facilities prefer that you call each department’s extension and 

some prefer that you call the facility’s operator and let her contact the correct person for 

your needs. At some facilities you will work directly with your primary contact for all of 

your needs. (This could be a sales person or a convention services person.) Check with 

your contact to see how the facility wishes to handle your requests. 

When attendees arrive, you will want to be available for any check-in challenges that may 

occur. You might also want to have a central office or checkin point for your attendees 

where they can come if they have questions or concerns. 

Meeting rooms should be checked at least 30 minutes prior to the start of each function to 

make certain the setup is correct and that the audio/visual equipment is working properly. 

It is also important to make sure the instructor/speaker has the supplies she needs and has 

water to drink. If you have multiple facilitators using the same room, ensure that you have 

included any transition requirements and timing in your planning. Check on the 

availability of a “Business Office” to make copies. 

Meals should also be checked at least 30 minutes prior to their start. You will want to 

check the set-up and the number of seats available. You might also want to check on any 

special meals that were ordered such as vegetarian meals. 

Sometimes a change from what was originally scheduled is needed on-site. Again, know 

who to call and how to reach her. When your contact is away from the facility, it is 

important to know who is on call. Be sure to share cell phone numbers with onsite staff, 

judging panel/panel secretary, faculty and committee members. 

It is essential that you have an emergency plan in place. Where is the nearest medical 

facility? How will emergency situations be handled? How will non-emergency situations 

be handled? Who will be on call to handle these situations? 

Following the meeting and prior to the time you leave the facility, you might want to meet 

again with your contact to go over the bill. This post-convention meeting is a good time to 

take care of any billing challenges you may have. Send a follow-up letter to the facility to 

let them know the level of success you had at the property and to give them any final 




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information they may need. Then, once the bill is received, you will want to review it for 

accuracy before final payment. 

A final report of the meeting to the regional management team and for your files is a good 

way to look back and see if the property is one that you want to use again in the future. 

Site Visit Check List 

The Destination 

• Accessibility 

• Ease and cost 

• Proximity to airport 

• Adequate taxi/limousine service 

• Sufficient parking space 

• Availability/cost of shuttle busing, if required 

• Environment 

• Availability of local attractions 

• Shopping 

• Recreation 

• Restaurants 

• Weather conditions 

• Appearance 

• Safety of area 

• Economic health of community 

• Reputation of area/facility for hosting meetings 

• Support and services available from local CVB 

• Availability of experienced suppliers such as audio/visual firms, exhibit service 

contractors, temporary help, and security 

The Facility 

• Efficient, friendly doormen and bellmen 

• Attractive, clean lobby 

• Registration desk easy to find 

• Sufficient space and personnel in relation to guestrooms 

• Ability to handle check-in/check-out times for major groups 

• Efficient front desk personnel 

• Place for people in wheelchairs to check-in 

• Modern elevators in sufficient number to serve guests when the facility is full 

• Accessible, fully staffed message and information desk 

• Rapid response to telephone calls 

• Quick delivery of messages 

• Availability of guest services 

• Drugstore 

• Gift shop 

• Concierge 

• Safety deposit boxes for guests’ valuables 

• Internet access 




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• Comfortable, clean bedrooms 

• Furniture in good condition 

• Modern bathroom fixtures 

• Adequate lighting 

• Adequate closet space and hangers 

• Smoke detectors in room 

• Fire exit information clearly posted 

• Availability of refrigerator and/or wet bar, if important to your group 

• Cleanliness of hallways, including prompt removal of room service trays from 

halls 

• Availability of beverage and ice machines on the floor 

• Service elevator accessibility 

• Size of standard room versus the deluxe room 

• Availability of an executive floor offering special guest services, if important to 

your group 

• Number and types of suites and availability of floor plans showing parlor and 

bedroom size and types of beds. 

• Reservations procedures and policies 

• Room category classifications, such as higher floor versus lower floor, ocean view, 

or mountain view 

• Number of rooms in each category available for the meeting 

• Number of rooms available, if needed, for early arrivals and late departures 

• Current convention rate and current rack rate for individual guest (not part of a 

group) 

• When the hotel will provide firm rates for the meeting 

• Guarantee and deposit requirements 

• Check-in and check-out hours 

• Cutoff date when rooming block is released to the hotel for direct sale to others 

• Check-cashing policies 

• Types of credit cards accepted 

• Refund policy in case of cancellation 

Meeting Space 

• Size (dimensions of meeting space, noting oddly shaped rooms) 

• Capacities when set in various configurations 

• Quality, condition, and soundproofing of airwalls used to divide a room into sections 

• Separate light, heat, and air-conditioning controls in each section divided by air walls 

• Time required to put airwalls into place 

• Acoustical quality of rooms and availability of good sound system, if needed 

• Built-in equipment such as whiteboards and screens, and permanent furniture that 

cannot be moved 

• Obstructions such as columns 




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• For audio/visual presentations 

• Ceiling height of room 

• Obstructions which would block audience view of screen 

• Chandelier placement 

• Decorative mirrors which might reflect light 

• Blackout drapes for rooms with windows 

• Location of lighting controls and options for dimming 

• Location of fire exits 

• Accessibility from a service corridor 

• Cleanliness and general quality of public space 

• Accessibility of meeting space from main lobby 

• Relative proximity of meeting rooms to each other—all on one floor, or spread on 

various levels 

• Availability of house and public telephones 

• Location, number and cleanliness of restrooms 

• Location and number of checkrooms 

Equipment 

• Tables 

• Six feet long 

• Eight feet long 

• Schoolroom width—15 to 18 inches 

• Chairs 

• Comfortable for long meetings 

• Platforming 

• Steps for various platform levels 

• Carpeting and skirting for platforms 

• Lecterns 

• Standing lecterns 

• Tabletop lecterns 

• Lectern lights 

• Whiteboards and bulletin boards 

• Sign easels 

• Wastebaskets and trash containers 

• Spotlights and auxiliary lighting equipment 

• Remote control lighting capability if lights are to be controlled from the lectern or 

from a projection table that is not near a wall switch 

• Registration counters 

• Microphones 

• Laptop, computer equipment and connections 

• LED projector or other equipment as requested by faculty 




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Food and Beverage Service 

• Public outlets 

• Appearance and cleanliness 

• Cleanliness of food preparation areas 

• Adequate staffing at peak time 

• Attitude of personnel 

• Prompt and efficient service 

• Variety of menu 

• Cost range 

• Reservations policy 

• Possibility of setting up additional food outlets for continental breakfast and quick 

luncheon service, if necessary 

• Receptiveness to singing in public areas 

• Group functions 

• Quality of service 

• Diversity of menus 

• Creativity 

• Costs 

• Tax and gratuities 

• Projected price increases before date of event 

• Extra labor changes for small group functions 

• Liquor laws 

• Disallowed serving times 

• Cash bar policies 

• Bartender costs and minimum hours to be paid 

• Cashier charges 

• Refreshment break pricing 

• Guarantee policies 

• When guarantee required 

• Number of meals prepared beyond guaranteed number 

• Special services 

• Tailored menus 

• Theme party ideas 

• Unique refreshment breaks 

• Food substitutions for those with dietary restrictions 

• Availability of table decorations 

• Availability of dance floor 

• Size of banquet rounds 

• For eight people 

• For 10 people 




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• Room Service 

• Diversity of menu 

• Prompt and efficient telephone manner 

• Prompt delivery 

• Quality 

• Prompt removal of trays 

Suggested Timelines 

Three to five years in advance of the event 

(Important Note: This date depends entirely on the region’s Education Coordinator and 

the regional education plan. Every scheduled regional meeting/workshop/seminar should 

have a location selected for it, along with a signed contract.) 

• Select facility and have contract signed. Read and re-read the contract. Remember 

that the hotel will protect itself and will not be looking out for your needs. Amend 

the contract when you feel you need to define expectations. 

• Serve as counsel to the region’s Finance Coordinator who will sign the final 

contract. Keep her informed about contract negotiations and be available to 

answer her questions about contract clauses. 

• Confirm with the region’s Education Coordinator that faculty has been secured 

and booked before a contract is signed. It is difficult to get out of a contract when 

the desired faculty does not have that specific date open. 

• Highlight any deadlines on your copy of the contract. Make extra copies of the 

contract in the event the original is lost. 

• Publish the date and location on the regional calendar. This is especially helpful to 

regional members who need to reserve future dates in order to attend. 

Eighteen Months to Three Years 

• Review contract to check deadlines. 

• Check with region’s Education Coordinator to confirm faculty availability. 

One Year to 18 Months 

• Check regional regulations or procedures regarding dissemination of information 

pertaining to this particular meeting/workshop/seminar/etc. 

• Choruses usually do not require detailed information about an event at this time. 

However, for planning purposes, chorus members need to know the event’s date, 

location, faculty, cost, and intended subject(s). 

• Determine physical requirements from region’s Education Coordinator which may 

affect the size meeting room needed, such as risers or staging area, and determine 

if additional facilities negotiations or contract amendments are needed. 




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One Year 

• Review contract to follow up on any deadlines. 

• Most facility contracts will stipulate that rates be set at this time. 

• If not already done, check on regional regulations or procedures regarding 

dissemination of information pertaining to this particular 

meeting/workshop/seminar/etc. Chorus members usually want to know just the 

event’s date, location, faculty, cost, and intended subject(s). 

• Check the contract for any obligations or information requirements to be supplied 

by the region to the facility. 

• If designation of assigned meeting space is part of your contract requirements, the 

contract will stipulate the designation at or around this time. 

• If not already stipulated in the contract, set deadline for reservations to be 

received by the facility. 

• Supply pertinent information, including rates and deadlines, to the region’s 

Marketing Coordinator, or her designee, for publication and/or promotion to the 

regional membership. Timing and type of information required depends on the 

region’s procedure(s). 

• Revisit or verbally verify with facility personnel any structural changes the 

facility may have undergone or are anticipated to occur, as well as any 

organizational changes that may have taken place or are anticipated to occur. 

Six to Eight Months 

• If the facility agreed to supply reservation cards, you need to request the cards in 

order to have them ready to distribute with the event’s promotional materials. 

• Revisit or verbally verify with facility personnel any structural changes the 

facility may have undergone or are anticipated to occur, as well as any 

organizational changes that may have taken place or are anticipated to occur. 

Even if you contacted the facility one year before the date of the event, you will 

need to contact them again. 

• If a meal function is planned for the event, contact the facility for menus, make 

menu selections, and negotiate a price. When planning a meal function for a large 

number of people, carefully consider the pros and cons of a served meal versus a 

buffet. 

Four to Six Months 

• According to the region’s procedures, supply specific information to regional 

personnel responsible for dissemination. This should include maps and verbal 

directions, menu and costs of a meal if a meal function is included, any facilityrelated 

requirements, etc. 

• Unless designation of assigned meeting room space at an earlier time was part 

of the contract, work with facility personnel to do so and obtain names of these 

rooms. 

• Obtain from region’s Education Coordinator, or her designee, any equipment 

needs or physical/room configuration requirements needed by faculty. 

International’s sample form titled “Faculty Information Sheet” is an excellent 

means to obtain this information. 




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• If making reservations for sleeping room(s) for the faculty is a responsibility of 

this position, make them at this time. 

Two to Three Months 

• Work with facility personnel regarding equipment needs and room configuration 

requirements. 

• Remember that the word “risers” does not mean the same thing to facility 

personnel as it does to you. To people in the hotel industry, a “riser” means a 

platform that creates a stage or dais. 

• Remember that projector use typically requires the use of a screen. These two 

items are separate and you need to request both from facility personnel. 

• Work with facility personnel on any problems or concerns. 

One Month 

• Make sure that assigned meeting room space is still assigned to your meeting. 

• Provide meeting room names to regional personnel in charge of printing the event’s 

program. 

• Check with Education Coordinator regarding any hospitality requests from the 

faculty and take steps to handle these requests. 

• Provide a copy of the tentative or final schedule of events to facility personnel 

in order for them to distribute it to department managers and staff for planning 

purposes. 

• Follow up on any questions or concerns from the facility personnel. 

• Follow up on equipment requests and the possibility of any problems. 

• Discuss possible situations that could impact the facility or its personnel, such 

as attendees remaining on the property for meals, room service requests, bar 

usage, etc. 

• Make sure a master account is set up at the facility, unless this is a responsibility of 

someone else on the region’s management team. If there is a question, make sure 

someone is handling this matter. 

Upon Arrival 

• Have a copy of the contract with you at all times. 

• Check on the setup of the master account and what charges are authorized to 

be posted to it, unless this is the responsibility of someone else on the region’s 


• Provide an extra copy of the contract for the Education Coordinator in case there is 

a problem and you are not readily available. Take time to familiarize the Education 

Coordinator with the layout of the facility. 

• Introduce yourself to the facility’s banquet personnel who will be handling or 

working on the event. Remember that shifts change and you will need to 

reintroduce yourself to all other shifts. Wear something that identifies you as 

the organization’s point of contact, such as a certain color of name tag or a 

distinguishable pin. 

• Make sure the region’s registration area, ways and means area, etc. are setup 

correctly, and that the setup does not hinder traffic flow within the facility. 




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• Check in and obtain room keys for the sleeping room for the faculty, unless this is a 

responsibility of someone else on the region’s management team. 

• Check that equipment is on-site and operable. If batteries or bulbs are necessary 

for the equipment, make sure that replacements are available. 

• Test the sound equipment. 

• Make sure that fresh water will be available for speakers at all times. 

• Make sure that announcements are made periodically regarding hotel policies on 

food and drink in the meeting room(s) and smoking. 

Upon Departure 

• Check with the facility’s banquet personnel and the facility contact to see if there 

were any problems stemming from your meeting. 

• Check out and return room keys for the faculty, unless this is a responsibility of 

someone else on the region’s management team. 

• Settle the region’s master account, unless this is the responsibility of someone else 

on the region’s management team. If there are questions or problems, make sure 

someone is handling the matter. 

• Write a letter to the facility contact to thank her/him for her/his cooperation and 

cite any successes or problems as a matter of documentation to the file. Whenever 

possible, try to obtain the name(s) of any of the facility’s banquet personnel who 

were helpful to you and cite them in the letter as well. 

• Request a letter from the facility contact to document your own files regarding the 

number of sleeping rooms booked and used, as well as any other information that 

would be helpful in future negotiations. 

• Write a letter to the manager of the facility to recognize individuals who were 

especially helpful to you and cite any successes or problems that occurred. 

• Write a short summary of the region’s experience at this facility to document the 

file for future reference. 

Other Tidbits 

• When preparing directions to the facility, remember that some people need verbal 

directions while others respond better to a map. 

• There is usually a lot of discussion regarding the temperature of a meeting room. 

It has been proven that mental activity thrives in a cool atmosphere. So keep the 

room on the cool side. A setting of 60 to 65º F (15 to 18º C) is most conducive to 

learning. In promotional materials about the regional event, remind cold-natured 

individuals to bring a sweater. 

• If you are using a community building, a church, or a building on a college 

campus, etc., remember that it is not part of the hospitality industry and amenities 

that come with using a hotel, convention center, etc. will not be available to you. 

• If you do not currently negotiate designation of which meeting room(s) will be 

assigned for your use, consider doing so. This way, you may be better informed 

about what is happening on the other side of the dividing wall at the facility. No 

matter what facility personnel say, most dividing walls are not soundproof. 




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• Remember that hardly any meeting/workshop/seminar goes without some kind of 

mishap. Always appear cool, calm, and collected; you can scream some other 

time, behind closed doors. The best meeting is one where the audience has no idea 

that there has been a mishap. 

Trade Show Basics 

To have a successful trade show, the most important ingredient is a good “Show Team.” 

The team members should represent the four primary job functions involved in any 

show/conference: sales to drive revenue; marketing to drive attendance and support 

sales; operations to make sure the show is produced successfully; and finance to 

organize and keep track of the budget. This group should be led by a show manager or 

director and needs to be aided by a support staff made up of sales, marketing, 

operational, and financial assistants. 

Keep in mind that the above represents an ideal situation where time and resources allow 

for a complete staff. Before launching an event, it is important to develop a show profile: 

who is the target attendee? Who should exhibit? What is the reason for the show? Is there 

competition? Once this is decided, the basic structure should be adhered to in order to 

make the event successful. If there is a conference or educational program tied in with the 

trade show, there should also be a conference or education manager. This position should 

also be supported by an assistant(s). 

The following paragraphs will define each of the four functions thought necessary to 

ensure a successful trade/public event. It should be stressed that organization and time 

management are of paramount importance. At least one year is needed to plan for a show. 

Cutting short the sales or marketing cycles can prove to be detrimental. Also, the budget 

needs to be developed in advance in order to know what resources are available and what 

risks are involved. The operations staff needs to know what is taking place in advance in 

order to set up contracts with the venue (building), hotels, etc. 

Sales drives revenue. The sales manager is responsible for the sale of all exhibit space, 

advertising for the show program (given out to all who attend the show), and the 

newsletters published before or after the show. Another responsibility is sponsorship sales, 

which can include title sponsorships (companies that might want to share the limelight 

with the organization having the event), banners, billboards, aisle signs, special events 

(breakfasts, luncheons, and cocktail parties), or sponsorship of a special speaker or of the 

conference program. These are all excellent sources of revenue for any show. The sales 

manager is responsible for submitting a sales budget to the financial manager and for 

making sales projections to determine what the total show revenue might be. The sales 

staff should also be responsible for all customer service until growth warrants appointment 

of a customer service department. Forming and maintaining good relationships with all 

exhibitors, advertisers and sponsors is a major sales responsibility. Without these people, 

there is no show! The show director will depend on the sales manager to set the price of 

exhibit space, advertising, and sponsorships as sales is the team link with the customer. 




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The marketing manager is responsible for making sure that the show is well attended 

and for supporting the sales effort with pre-show, at-show, and post-show sales materials. 

Another major responsibility of this function is the production of all the materials, ads, 

press releases, and Web sites that promote the show to attendees. The main function of the 

marketing manager is to attract attendees to the show! After sales has sold all the exhibit 

space, the effort would be in vain if there were not sufficient attendees to visit the exhibits. 

At the same time, marketing produces the sales pieces to help the sales staff sell the exhibit 

space, advertising, and sponsorships. Marketing works closely with sales to create these 

pieces. The marketing manager forms relationships with the press and the media. 

Additional responsibilities are the ads necessary to promote the show and the show 

program. Exhibitor and attendee surveys used to conduct research are the responsibility of 

this function. Sales and marketing are both responsible for investigating competitive 

industry events. 

The main function of the operations manager is to ensure that the show is produced 

and runs smoothly. Registration of both exhibitors and attendees falls under the 

operational umbrella as well as the relationships with the venue and the contractors. It 

should be noted that registration is one aspect of a trade show that can make or break it! 

A smooth registration process for exhibitors and attendees will make a show successful 

while an unpleasant experience can be a nightmare. The more preregistration that can 

be done, the better. This is encouraged through the advance marketing material. At the 

show site, it is preferable to have experienced registration staff people. Additional 

responsibilities are hotel, travel arrangements, and the production of the exhibitor’s 

manual. Operations aids sales with customer service and marketing helps operations 

with the design of the manual. The exhibitor’s manual is a vital tool for exhibitors. 

Exhibitors depend on this resource for comprehensive information to have a smooth atshow 

experience. The more information that operations can provide to the exhibitors, 

the fewer questions and problems there will be! The manual should reach the exhibitors 

three months prior to the show. 

Operations directs all show vendors (concession, contractors, florists, cleaning people, 

electricians, telephone technicians, audio/visual, registration staff, any temporary help 

needed, etc.). Again, if there is a conference/educational program, operations works with 

the conference manager to see that participants’ needs are met, rooms are ready, etc. 

The operations manager ensures that the move-in and move-out are smooth experiences 

for the exhibitors and, in this way, contributes to the customer service effort directed by 

sales. Another function of operations is to facilitate the communication that the exhibitors 

and sponsors might want to have with the building and the contractors and to act as an 

intermediary in this regard. 

The financial manager’s duties are to see that the budget is developed and followed. 

Finance is also responsible for invoicing exhibitors, advertisers and sponsors, and should 

help with collections when necessary. Another responsibility of the financial manager is 

the revenue generated from registration and from all paid conference/educational 

programs. The financial manager communicates regularly with all functions in order to 

keep track of the finances and to ensure that all bills are paid. The financial manager 




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works with sales, marketing and operations in order to be able to develop the budget and 

to make financial forecasts. Sales and finance should communicate regularly to see that 

all exhibitors fees are paid before the show. No company should be allowed to exhibit 

and no ads should be run if the bills are not paid in advance! 

Finally, the show manager or director should oversee all of these functions and is 

responsible for regularly scheduled meetings to see that everything is kept on track. Each 

of the four managers should submit a monthly report so the director can see that goals 

are being met. The show director should work with each department to set the goals for 

each year and a team goal should be set. Each year, the show should be able to grow by 

a specific percentage along with the attendance. Research should be continued and the 

show director should analyze and interpret the data collected on surveys. 

Trade shows are a lot of fun and can be very profitable if conducted properly. Remember 

that the exhibitor base and the attendee base need to grow together. The team approach to 

producing a show works well. Communication, as always, is the key! All four of the 

above-named functions should communicate regularly. Keep in mind that both the 

exhibitors and the attendees are customers and the better the customer service, the more 

successful the event. 


Chapter 6: Finance Coordinator 


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Finance 



• Ensures that all financial resources of the region are accounted for in an effective 

and efficient manner. 

• Coordinates the financial long-range plan in conjunction with other team 

coordinators. 

• Prepares and submits the annual budget for the region. 

• Manages bank accounts and investments. 

• Keeps accurate and current records of all financial transactions. 

• Receives all funds paid to the region and issues all payments. 

• Negotiates contracts for services and equipment required by the region. 

• Holds sole authority to sign contracts on behalf of the region. 

• Coordinates projects to raise non-dues income (ways and means). 

• Presents a report on the region’s financial condition at meetings of the Regional 


• Prepares an annual financial statement for submission to the Controller at 


• Submits accounting records for audit at the close of the fiscal year to a qualified 

person (or persons) selected by the management team or for examination or audit 

at any time as directed by the management team. 

• Files Annual 990 tax form (United States regions) with the Internal Revenue 

Service by September 15 for the preceding year ending April 30. 

• Provides advice and training to chapter treasurers and serves as a resource to 

chapters with financial questions. 

• Provides financial information necessary to complete applications for corporate 

gifts/grants. 







Financial Management 

Although the Finance Coordinator is primarily responsible for administering and 

monitoring the region’s financial resources, financial management is the responsibility 

of the entire Regional Management Team. Financial planning should be incorporated 

into all goal-setting sessions and long-range planning meetings. 

Finance Coordinator • 6-1



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It is important to make a clear distinction between financial planning and budgeting. 

Budgeting is generally considered a short-term financial plan. Most budgets are 

developed annually based on anticipated revenue and expenses. Financial planning 

concerns the variables that make each region unique: size, location, personal incomes of 

members, local economic climate, and attitudes of individual members. Ideally, 

organizational programs, funding, and allowances for cash reserves should be planned in 

three- to five-year increments. By establishing overall regional goals and objectives, the 

long-range planning process provides the framework within which financial plans and 

budgets are developed. 

The criteria for establishing long-range financial plans should include the following for at 

least a three-year period: 

Establish Goals and Objectives. Establish new goals and objectives and decide if they 

can realistically be achieved within the three-to five-year plan. Analyze current 

programs and activities. Determine if they are effectively serving the members. If they 

are to be continued, incorporate them into the long-range plan. 

For new programs or activities, it may be helpful to prepare a business plan which assists 

in determining if the new program will meet the goals and objectives of the long-range 

plan. Example A in this section is an outline of the components of a business plan. 

Additional information and sample forms may be obtained by contacting the Controller 

at international headquarters. 

Other considerations may include: 

• In what educational experiences will the members want to participate? 

• At the chapter level? At the regional level? At the international level? 

• If the region meets its goals for increased membership, will the present 

competition or meeting sites be adequate? 

• Will new equipment be needed within the next year or two? How will purchases 

be funded? 

Estimate Sources of Revenue. Forecasting revenue serves as the starting point in 

developing financial plans and budgets. Revenue budgets should always be prepared 

before expense budgets. 

When estimating sources of revenue, be conservative. Considerations for estimating 

revenue include: 

What is the membership growth? 

• Decrease or increase? 

• Determine percentage of decrease/increase over previous five years and 

project accordingly. 

• Goals established for increasing membership should be conservatively 

incorporated into the projections. 

Establish fees for self-supporting events and project attendance. 

• Separate budgets for self-supporting events should be developed, 

correlating costs to revenue. 




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Project cash available for investments and estimate interest income accordingly. 

Determine non-dues sources of revenue 

• Grants 

• Fund-raising projects 

Example A—Business and Marketing Plan 

Each program, service, and product adopted by your region must be consistent with the 

mission statement of the organization, and with one or more of the goals and strategies 

developed in the region’s strategic plan. To ensure that the program, service, or product 

is consistent with the mission statement and goals, a business and marketing plan should 

be developed. The following is an outline of the process for developing the business and 

marketing plan. 

I. Needs Assessment 

A. State purpose of product, service, or program. 

B. Identify which goal and strategy of your region’s strategic plan this 

product, service, or program supports. 

C. Identify targeted groups for products, service, or program. 

D. Conduct research regarding the attractiveness, competitive position, and 

alternative coverage of the product, service, or program. (Is this program 

available elsewhere?) 

E. Identify pricing philosophy (for profit, break-even, funded, partly 

subsidized). 

II. Administration 

A. Identify groups, committees, and/or individuals responsible for 

implementing and monitoring the product, service, or program. 

B. Determine timeline for development, marketing, implementation, 

evaluation, and measurement of results. 

C. Identify methods for measuring results (surveys, financial analysis, etc.). 

III. Marketing 

A. Identify marketing and promotion strategies to achieve purpose. 

B. Identify tactics to achieve marketing strategies (direct mail, advertising, 

telemarketing, etc.). 

C. Determine timeline. 

IV. Finance 

A. Prepare budget for research, development, production, marketing and 

implementation costs, and direct and indirect costs including staff 

time. 

B. Pricing 

1. Assess affordability to targeted groups. 

2. Establish member and nonmember prices (if applicable). 

C. Projections 

1. Prepare three-year income/expense projections (if applicable). 

2. Prepare break-even analysis (if applicable). 




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V. Implementation/Evaluation 

A. Evaluate periodically. 

1. Measure results. 

2. Compare results with projections. 

B. Recommend continuance, modifications, elimination of program or service. 

Estimate Costs for Goals and Objectives. Estimating costs for existing 

programs is much easier, since historical data is available. An effective method for 

projecting costs for current programs is to analyze historical information and develop a 

percentage relationship of expense to revenue. For example, if administrative expenses 

averaged eight to ten percent of revenue for the previous five years, project expenses 

for the next three years at ten percent. A three-to five-year projection can be developed 

using the same format and percentage trends as established in the historical data. 

Variables (new educational programs, capital expenditure needs) can be added to the 

projection, which then provides the basis for making long-range financial decisions. 

These decisions may include increasing assessments (or not), establishing fund-raising 

activities for specific purposes, reallocating financial resources, etc. 

The percentage relationship method works very effectively for routine expenses and 

those relating to established programs. Developing costs for new programs is more 

difficult. Research must be conducted to gather all costs associated with implementing 

a new activity or program. 

Estimate Administrative Expenses. Important components of any budget are the 

administrative and operating expenses for sustaining the business needs of the region. 

Because administrative needs remain fairly constant, historical data will be useful for 

projecting future expenses. The percentage relationship previously discussed may be 

applied. 

Estimate Capital Needs. Capital expenses include video equipment, copiers, 

computers, risers, etc. These needs should be evaluated annually. Estimating the “life” of 

existing capital assets and projecting a timeline for replacement is important to financial 

long- range planning. New goals and objectives may also affect capital needs. 

Establishing Cash Reserves. The importance of establishing cash reserves cannot 

be overly emphasized. A common misconception is that accumulation of cash 

surpluses will jeopardize the tax exempt status of the regions and chapters. The United 

States Internal Revenue Service’s position on accumulation of cash surpluses is that as 

long as monies held are for the purpose of conducting the activities of the organization, 

as specified in the IRS determination letter, it is legal to maintain these cash surpluses. 

Cash reserves are vital for maintaining a healthy financial position and may be 

established for several purposes: 

• To offset the effects of unexpected expenses or shortfalls in revenue; 

• Capital expenditures; 

• Special educational events. 




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Building cash reserves involves long-range planning and if no reserves are available 

it may take five to seven years to build desired reserves. Specific means by which to 

build cash reserves must be identified and maintained to achieve the desired results. 

Examples include: 

• Conducting an annual fundraising project and place proceeds in cash reserves. 

• Designating a portion of the regional assessment to cash reserves. 

• Designating portions of educational or regional competition fees to cash reserves. 

How much should be maintained in cash reserves? Generally, there should be enough 

funds available to fund the operating and administrative costs of the region for a 

minimum of one year. Many organizations base the cash reserves on a percentage of 

annual operating costs, which usually range from 20 to 50 percent. It may be necessary 

to modestly increase assessments or other fees and designate the increase to cash 

reserves. The membership is more receptive to increases that will sustain the treasury 

for five to seven years rather than implementing crisis increases or assessments every 

two to three years. 

Analyze Projections. Once the projected financial plan is completed, analyze the 

projected financial status of the region. Ask the following questions: 

• Will current assessments and fees sustain the plan for the next three to five years? 

• If not, when will increases in assessments or fees be needed? Plan carefully and far 

enough ahead so that the membership is prepared for the increase. Most chapters 

escrow assessments and dues so two years is recommended. 

• Rather than raising assessments, should other fees be raised or implemented for 

programs and activities? 

• Will cash reserves sustain any unexpected shortfalls in revenue or unexpected 

expenses? 

Review Status of Long-range Financial Plan. Each year, compare actual revenue 

and expense to the projected budget. Determine if any variances are significant enough 

to adjust the plan for future years. To maintain the integrity of long-range planning and 

to determine the validity of the plan; however it is important to continue the plan as 

developed for at least three years. Certainly, adjustments may be necessary. 

Audit Controls and Procedures 

An important component of good financial management is to establish audit controls and 

procedures that safeguard the region’s financial resources from misuse and ensure that 

financial records and reports are accurate and reliable. See Example B in this section. 




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Example B—Audit Controls and Procedures 

• If feasible, accounting procedures should be documented in flow charts and in an 

accounting manual. The Regional Management Team should review and update 

this documentation annually. 

• Expenses and costs should remain under budgetary control. An analysis for all 

accounts should be prepared to investigate and explain all significant 

variances from budget. 

• Petty cash should be test counted on a periodic basis. 

• Paid checks should be reviewed monthly to verify proper signatures and to 

search for any alterations. 

• Reconciliations on all bank accounts should be done each month. Any significant 

outstanding checks and other reconciling items should be investigated. 

• Bank statements and online account information should be reviewed monthly to 

confirm that any electronic debits or credits are authorized. 

• If possible, someone who has no cash receipts handling duties should prepare 

the bank reconciliations. Non-electronic bank statements should be delivered, 

unopened, to the person responsible for the reconciliation. 

• Cash receipts and deposits should agree and deposits should be made regularly. 

• All invoices and check vouchers should be scanned for: 

• Proper account distribution 

• Approvals 

• Clerical accuracy 

• Adequate support 

• Verification of math calculations 

• Be sure that all members provide properly documented and receipted expense 

statements to prove all advances. 

• Check requests, along with vouchers or other supporting documents, are presented 

with the checks submitted for signatures. 

• All disbursements, except from petty cash, should be paid by check. 

• It is advisable to require two signatures on all checks but certainly on significant 

amounts (determined by Regional Management Team). An example threshold 

might be any debit in excess of $500.00. 

• All unused checks are verified for proper sequential numbering and are held in 

safekeeping. 

• Voided checks are properly defaced and held in safekeeping. 

• Proper physical safeguards should be in place to protect assets. 

• Ledger entries are reviewed for supporting data and significant or unusual 

adjustments. 

• All significant accounts, disbursements, etc., should be reviewed in detail on an 

annual basis by an outside accountant or an internal audit committee. 

• Debit cards should be used sparingly, if at all, and should never be used for 

online purchases. 

Investments 

Before investing regional funds, an investment policy should be adopted by the Regional 

Management Team defining the following: 




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• Who is authorized to invest the funds? (Finance Coordinator and/or other team 

members) 

• Restrictions or limitations on investment authority 

• Criteria for investments 

A sample investment policy is included in this section. Please note the criteria are 

based on United States investment instruments. 

Before making any investment, however, determine whether the investment is secure 

(i.e. insured) or not and make every effort to understand the extent to which the money 

may be at risk. Financial advisors who specialize in non-profit organizations may be a 

good place to start to gain additional information about investing wisely. 

Cash Forecasting 

Cash forecasting predicts cash surpluses as well as impending cash deficits. Forecasting 

works best if financial activities are fairly predictable. A cash flow statement, prepared 

from the previous year’s financial activities, provides a guide to projecting cash flow 

patterns for the ensuing year. By identifying when the region receives most of its income 

and when expenses are anticipated, the region may structure investments accordingly. 

When forecasting cash balances, operating revenue and expenses are considered, but so 

are other sources of revenue including deferred income, loans, and all sources of cash. 

Anticipated capital expenditures also are included in the cash projections. 

Bank Negotiations 

Consolidating the financial functions through one bank will provide negotiating leverage 

for interest rates. If substantial amounts of monies are processed through the bank 

regularly, a higher rate of interest can often be obtained just by asking. For example, a 

bank may quote 2.00 percent for a $5,000 certificate of deposit for one year. Always ask 

for one-half percentage point more than quoted. If the bank cannot provide a higher rate, 

then ask for free banking services. 

Stock Brokers 

Depending on the amount of monies available for investments, a stock broker may be a 

valuable resource for obtaining better rates of interest for certificates of deposits, treasury 

notes, or money market funds. Before deciding to use the services of a stock broker, be 

sure all costs have been clearly presented and clarified. Always use a reputable firm with 

the proper credentials and certifications. 

Investment Policy 

Each region must develop its own policy based on specific needs and cash resources 

available. The following example is based on United States investment instruments 

and is presented as a sample of content that may be included in a regional investment 

policy. 

Purpose 

Reserve funds represent accumulated surpluses. The purposes of the reserve funds are 




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to provide funds for operating expenses, unforeseen future contingencies, and capital 

expenditures. 

Investment Objectives 

The objectives of the investment policy are to maximize interest and dividend returns on 

accumulated cash reserves while, at the same time, attaining a proper and responsible 

balance among the factors of safety, liquidity, and yield. 

Reserve Funds 

For the purpose of clarity, the following definitions will be used to identify the types of 

funds held by the region: 

Operating Funds: Those funds expected to be spent in the normal course 

of business during the current budget cycle. Contingent upon cash flow 

needs, a portion of these funds may be invested in interest-bearing accounts. 

Short-Term Reserve Fund: Short-term is defined as from one to three 

years. A portion of these funds are held to meet expenses from unanticipated 

activities required of the region to fulfill its purpose. The Regional 

Management Team, based on recommendations provided annually by the 

Finance Coordinator, sets the percentage amount to be used for these purposes. 

Capital Expenditure Fund: This fund is to be used for future capital 

expenditures. The amount of reserves allocated for these purposes will be 

determined annually by the Regional Management Team upon recommendation 

by the Finance Coordinator. These funds may be invested either in short-term or 

long-term reserve fund portfolios depending upon anticipated use of the funds. 

Long-Term Reserve Fund: Those funds in excess of operating funds, shortterm 

funds, and the capital expenditure fund designed to maximize returns 

without exposure to undue risk and provide financial stability and cash flow. 

Investment Guidelines 

The Finance Coordinator (or other designated regional coordinator(s)) shall be authorized 

to invest your region’s surplus funds. The services of a registered investment firm 

or advisor may be sought to manage portions of your region’s funds. The following 

procedure shall be followed to engage a new or replace a current registered investment 

firm or advisor: 

• The Finance Coordinator (or designated person(s)) recommends the hiring 

or replacing of an investment consultant to the Regional Management Team. 

• The Regional Management Team may request an interview with the 

recommended consultant or representative of the recommended firm. 

• The recommended consultant must be independent and should have no 

familial relationship with the RMT members. This will avoid any 

appearance of impropriety on the part of an RMT member if investment 

strategies or results are brought into question. 

Operating and surplus funds may be invested as follows: 




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Operating and Short-Term Funds 

• Federally insured checking and savings accounts not to exceed $100,000 each, 

including interest, at commercial banks or savings and loan institutions 

• Federally insured certificates of deposit not to exceed $100,000 each, including 

interest, at commercial banks or savings and loan institutions 

• Money market funds and mutual funds that invest in government-backed 

securities 

• Direct obligations of the U.S. government, its agencies, and instrumentalities, 

which include treasury bills and notes, collateralized mortgage obligations 

(CMOs), Federal National Mortgage Association (FNMA), Government National 

Mortgage Association (GNMA), and Federal Home Loan Mortgages (FHLMC); 

• Equity holdings, including mutual funds, may be selected from the New York 

Stock Exchange, American Stock Exchange, and NASDAQ market. The equity 

portion of the portfolio will be maintained at a risk level roughly equivalent to 

that of the equity market as a whole, with the objective of exceeding its results as 

represented by the S&P 500, net of fees and commission. 

• Maturity and/or return to principal scheduled to maintain a consistent cash flow to 

meet the financial obligations in a timely manner; 

• Generally, short-term investments may not be purchased at a premium. 

Long-Term Funds 

• Long-term funds may be invested in instruments as defined in the first four items 

under Operating and Short Term Funds; 

• Investments may be purchased at a premium if anticipated net yields compensate 

for premium costs; 

• To maximize total return on long-term funds, a portion of these funds may be used 

to purchase corporate bonds; the amount allocated to purchase corporate bonds 

will be reviewed annually by the Finance Coordinator; 

• The guidelines for purchasing corporate bonds are: 

- High-grade corporate bonds (rated AAA, AA, or A by Standard & Poor’s 

or Moody’s rating services) 

- Each corporate bond may not represent more than five percent of total 

funds allocated for these investments; 

• The maximum maturity of corporate bonds may not be more than 10 years; 

• The Regional Management Team may restrict investments based on social and 

ethical criteria (These restrictions may be specifically identified if preferred.). 

Restrictions 

No investments other than those defined in policy may be made without approval of the 

Regional Management Team. These restrictions include, but are not limited to: 

• Foreign securities are prohibited. 

• No private placements or mortgages may be purchased. 

• Only dollar-denominated securities may be purchased. 

Reporting Procedures 

• The Regional Management Team will receive an investment report monthly (or 

quarterly, as deemed necessary). 




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• Annually (or more often, if deemed necessary), the Finance Coordinator will 

review performance and portfolio content of all investments and recommend to 

the Regional Management Team any changes in strategy. 

Changes to Policy 

Investment policy and guidelines will be reviewed annually by the Finance Coordinator 

and any recommendations for revision will be presented to the Regional Management 

Team for approval. 

Expenses 

This section identifies expenses that are internationally funded and the procedures for 

receiving or requesting funding. 

Internationally Funded Chapter/Prospective Chapter Visits 

The Education Coordinator, in conjunction with the Membership Coordinator, is 

responsible for scheduling the internationally funded visits. Funded visits are allocated as 

follows: 

• A total of 18 internationally funded education visits to chartered chapters is 

allocated. The focus of internationally funded visits is education, administration, 

or issues regarding membership. Internationally funded visits should not be used 

for “get-acquainted” visits. 

As each member of the Regional Management Team has separate areas of expertise, the 

region will determine which of the coordinators or her designee will make each visit. 

Your region is able to download reimbursement request forms from the Sweet 

Adelines International Web site for use in internationally funded visits. These forms 

are located in the “Regional” section of the Document Center and are entitled 

“Reimbursement Request form for Internationally Funded Visits.” Worldwide 

regions may be issued reimbursement in their country’s currency if they choose that 

option. 

As regional leaders you should determine which chapters can most benefit from 

internationally funded visits. Scheduling these visits as early in the fiscal year as 

possible gives the visitor time to plan for her trip and chapters time to confirm a date 

convenient for their members. 

• Prospective chapters require two musical visits and two administrative visits in order 

to fulfill their chartering requirements. Typically, one visit occurs when the chapter is 

in Step One and one occurs when the chapter is in Step Two. (If determined necessary, 

a third musical visit may be granted with permission from the Director of 

Communications.) The musical visits should be made by the Education Coordinator 

or her designee. The administrative visits are made by the Membership Coordinator or 

her designee. 

• Two internationally funded visits are available per year (maximum two years) for 




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chapters in revitalization. The Regional Management Team chooses the visitor based on 

chorus need. 

Of course, the region may plan visits funded by the region in addition to those funded 

by international. Although it is not mandatory that international receive a report of 

visits funded by the region, you are encouraged to do so as the Music Services and 

Communications Departments are interested in chorus progress. 

To receive prompt reimbursement for internationally funded visits, please comply with 

the following: 

• Always use the appropriate funded-visit form, which can be downloaded off the 

Sweet Adelines International Web site. These forms are located in the “Regional” 

section of the Document Center and are entitled “Reimbursement Request form for 

Internationally Funded Visits.” 

• If a designee is assigned to make the visit, the form must be signed (approved) by 

the appropriate coordinator (Education Coordinator or Membership Coordinator) 

before being forwarded to international. 

• Round-trip ground transportation is reimbursed at the mileage rate approved 

by the International Board of Directors for the current fiscal year. Ground 

transportation reported in kilometers will be converted to miles. 

• When considering funded visits, please note that hotel nights and food are not 

included as part of reimbursable expenses. 

Any chapter visit requiring ground transportation or airfare in excess of $600 must be 

pre-approved by the Deputy Administrator or the Corporate Secretary. Airline tickets 

should be purchased well in advance to obtain the lowest possible fare. Travelers are 

expected to book the most reasonable fare available and realize that it may not always 

be possible to use their preferred airline or take direct flights. A short lay over or 

change of planes is not a valid reason to book a more expensive flight. First class 

airfare will not be reimbursed. Traveling RMT members may retain for personal use 

any frequent flyer miles or rewards points earned for travel that is reimbursed. 

Regions may use Journey House Travel Service to purchase tickets for internationally 

funded visits. If Journey House Travel Service is being used, charges are billed 

directly to the Sweet Adelines International master account. Following is information 

on Journey House Travel: 

• Call Journey House Travel Service at 800-251-6559 (or outside the United States 

call 1-918-524-5249) Monday-Friday 8:30 a.m. – 5:00 p.m. Central Time. 

• Identify yourself as a Sweet Adeline. 

• Tell the agent handling your call that you are booking an internationally funded 

visit and give the applicable code: 

- Code # 7660 – Visits to prospective chapters 

- Code # 7670 – Visits to chartered chapters 

- Code # 7675 – Visits to revitalizing chapters 

• Make the visit and complete the appropriate funded-visit form. Attach proof 

of purchase for the airline ticket to the form and submit it to international 

headquarters. 

Members may choose to book flights through another travel agency or via the Internet. If 




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so, provide copies of receipts, ticket stubs, or itineraries indicating the amount of airfare 

along with a funded-visit report form for reimbursement. 

Regional Management Team Education 

Education for Regional Management Team members is provided through In-region 

RMT Trainings and the RMT Forums held on the Monday of International Convention 

week. International funding for these events is subject to annual budget approval, 

however, historically, the following funding has been provided: 

In-region RMT Training - Travel, housing and per diem for one teaching faculty, 

teaching materials and handouts, facility and equipment rental for one day. 

RMT Forums - Stipend and lunch for each RMT member who attends the forum. 

Taxes 

Tax considerations and information related to the organization are documented in detail 

in the Chapter Guide. The following provides an overview of taxes and IRS forms: 

United States Federal Tax Exemption Status 

A ruling issued on October 27, 1955, by the U.S. Treasury Department, Office of the 

Commissioner of Internal Revenue, Washington, D.C., granted Sweet Adelines 

International, and all affiliated regions and chapters certain federal tax exemptions as a 

501(c)(3). This ruling affects all regions and chapters located within the United States. 

The exemption letter serves as that official ruling and is reproduced in its entirety in the 

Chapter Guide. 

It is vitally important that each region and chapter understand and observe the conditions 

and requirements of the ruling. Failure to comply with the requirements could cause the 

chapter’s or region’s exemption to be revoked. Please read the ruling carefully before 

filing any federal tax forms. 

All regions and chapters are identical in their purpose, method of operation, and 

activities, as was stated in our request for a group ruling from the Commissioner of 

Internal Revenue. Please review your Regional Bylaws, Chapter Bylaws, and the 

Corporate Bylaws of Sweet Adelines International. Copies of the Standard Form 

Chapter Bylaws, Standard Form Regional Bylaws, and the Corporate Bylaws have been 

provided to the Commissioner, and they serve as a part of the basis of this federal ruling. 

Required Federal Filing of Form 990 

All United States regions and chapters in existence during the period beginning May 1 

to the following April 30 are required to file Form 990 annually with the IRS. It is the 

responsibility of the outgoing Finance Coordinator to complete all Form 990 reports. 

Listed below is a short description of the necessary tax forms your region or chapter may 

be required to file: 

• Form 990-N (e-Postcard)—Regions or chapters with gross receipts that are 

normally $50,000 or less ($25,000 for tax years ending on or after December 31, 




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2007, and before December 31, 2010) must file the e-Postcard. The deadline for 

filing these forms for regions and chapters is September 15. If the due date falls on a 

Saturday, Sunday, or legal holiday, the due date is the next business day. You 

cannot file the e-Postcard until after your tax year ends. 

• Form 990EZ—The 990EZ may be used if gross receipts during the year were less 

than $200,000 AND total assets at the end of the year were less than $500,000. 

Schedule A must be filed with the 990EZ. 

• Form 990—If gross receipts are greater than $200,000 and/or ending assets are 

greater than $500,000, then Form 990 must be completed along with Schedule A. 

• Schedule A—This schedule provides additional information and must be 

filed with the 990EZ or 990 as previously defined. 

• Form 990-T—A Form 990-T is filed only if gross receipts from unrelated trade or 

business are $1,000 or more. Gross income is gross receipts minus the cost of goods 

sold. 

• Form 1099-MISC—Form 1099-MISC should be filed when payments of $600 

or more are made by the region or chapter to any person, other than a 

corporation, in one calendar year. This rule applies to director fees. An IRS 

penalty of $50 is charged for each failure to file an information return unless the 

failure is due to reasonable cause. For more specific information about filing the 

Form 1099-MISC, refer to the Chapter Guide. 

• Form 941 and W-2—If a U.S. region or chapter has employees, it must satisfy 

the federal and state reporting requirements for taxes, withholding, and quarterly 

reports. Please refer to the Chapter Guide for further information with regard to 

filing requirements when the chorus director is an employee of the chapter. The 

same filing requirements would hold true for any employee of the chapter. 

Unrelated business income is revenue from a trade or business activity that an exempt 

organization regularly carries on, the conduct of which is not substantially related aside 

from the need for money to support the organization’s exempt function or purpose. 

However, if an activity is regularly carried on by volunteer members, without 

compensation, the revenue generated is usually not considered unrelated business 

income. 

In April of each year International will electronically send tax information along with the 

verification of audit form to each United States region and chapter. The outgoing Finance 

Coordinator is responsible for seeing that the forms are completed and distributed as soon 

as possible following the audit of the region’s books. 

Verification of Audit 

All U.S., Canadian, and prospective chapters are required to submit a verification of 

audit for the fiscal year ending April 30. The Finance Coordinator will receive 

information and a verification of audit form sent electronically in April of each year. It 

is mandatory that this form be completed and returned to international 

headquarters by July 15. 

State Filing Requirements 

Many states have filing requirements that apply to nonprofit organizations. Each region 

should check with the appropriate state agency to see if there are any filing requirements. 

Sweet Adelines International’s exemption from federal income tax does not necessarily 




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exempt regions or chapters from filing requirements and tax requirements on the state and 

local level. 

Sales Tax Exemption 

As a 501(c)(3) organization, Sweet Adelines International and all United States affiliates 

(regions and chapters) are exempt from federal income tax and, in most states, state income 

tax. Canadian chapters registered with Revenue Canada as a charitable organization are 

exempt from income tax. 

Information regarding taxation laws in other countries should be sought by chapters to 

ensure compliance. This information is not available through international headquarters. 

A sales tax exemption allows the purchase of goods and services without paying sales tax. 

The majority of states do not grant a sales tax exemption on the basis of being a 501(c)(3) 

organization, but state laws vary and other criteria may apply. To determine if your state 

grants sales tax exemptions to 501(c)(3) organizations, please contact the state agency that 

administers sales tax collections. 

Personal Tax Deductions for Members 

Since Sweet Adelines International qualifies as a tax exempt education organization, 

certain expenses paid by members in connection with activities of the organization may 

be deductible as a charitable donation. The international organization, in conjunction 

with their outside accounting firm, has formulated some guidelines regarding the 

deductibility of members’ expenses. 

An annually updated Memorandum of Charitable Contributions and 

Unreimbursed Expenses is available on the SA website in the Document Center. 

Fundraising 

Generally, most fundraising activities are appropriate if the funds raised are used to 

perpetuate the activities of the regions and chapters as defined in the 50l(c)(3) exemption 

status granted to Sweet Adelines International. Funds raised may never be used to benefit 

an individual. There are strict guidelines concerning whether funds raised may benefit 

another 501 (c)(3) organization. The primary requirement is that this participation may 

not exclusively benefit another organization or be ongoing. The primary focus and 

participation of a Sweet Adelines affiliate should be the performance of four-part 

harmony singing. State and federal postal laws may also restrict certain fundraising 

activities. 

Raffles 

According to the Internal Revenue Service it is legal for Sweet Adelines International 

regions and chapters to conduct drawings, lotteries, or raffles if they comply with state 

laws and U.S. Postal Service regulations. All funds generated from the drawings, lotteries, 

or raffles must be used to further the activities of the chapter or region as specified in the 

501(c)(3) Internal Revenue Service exemption code. In some states, however, raffles are 

illegal, or have strict rules governing raffles or other similar fund-raising activities. Before 

conducting a drawing, lottery or raffle, contact the state attorney general or appropriate 

governing agency to obtain information regarding drawings, lotteries, or raffle laws. If 




4/13 

drawings, lotteries or raffles are legal in the state, it is suggested that the local postmaster 

also be contacted regarding postal regulations. 

The following U.S. Postal Service regulations apply: 

• A not-for-profit organization (one that would qualify as tax exempt under 501 of 

the Internal Revenue Code of 1986) may advertise a drawing, lottery, or raffle 

through the U.S. Postal mail service, but may not provide tickets or entry material 

through the mail. This applies only within states that allow drawings, lotteries, or 

raffles. Advertisements or promotions may not be conducted within states that do 

not allow drawings, lotteries, or raffles. 

• Any form of payment for a drawing, lottery, or raffle ticket may not be sent 

through the U.S. Postal mail service. 

• Violation of these U.S. Postal Service regulations can result in fines and/or other 

penalties. Before conducting a drawing, lottery, or raffle, contact the state attorney 

general or appropriate governing agency to obtain information regarding drawings, 

lotteries, or raffle laws. If drawings, lotteries, or raffles are legal in the state, it is 

suggested that the local postmaster also be contacted regarding postal regulations. 

Questions regarding drawings, lotteries, or raffles should be directed to the Controller at 


Disaster Relief Fundraisers 

Frequently, inquiries are made about raising funds to assist members or other individuals 

because of natural disasters such as floods or hurricanes, or because of a serious illness 

or accident. It is not legal to raise funds in the name of the organization on behalf of an 

individual nor can these funds be deposited in the region’s or chapter’s bank accounts. 

Doing so jeopardizes the tax exempt status of the region or chapter. Sweet Adelines 

International members may participate in performances or activities as individuals, but 

not as representatives of Sweet Adelines International. Please contact the Controller at 

international headquarters for additional information. 

Grants and Matching Funds 

Numerous organizations and corporations provide grants or matching funds to nonprofit 

organizations. To identify these sources: 

• Most libraries maintain a reference file of funding sources and often have 

reference specialists to assist in the search. 

• The Foundation Center is an independent, national service organization 

established by foundations. Information may be obtained by calling 800-424- 

9836, or by accessing the organization website at www.foundationcenter.org. 

• State arts councils provide grants through state and local agencies. Contact your 

state capitol. 

Please refer to the Guide for Grant Proposals for detailed information on: 

• Identifying and approaching the funding source 

• Writing grant applications 

• Soliciting corporate sponsorships 



Financial Reporting 


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The Finance Coordinator reports on the region’s financial condition at meetings of the 

Regional Management Team and prepares an annual financial statement for international 

headquarters. Financial reporting integrates financial planning and budgeting in a manner 

to allow the Regional Management Team to evaluate actual operating results against 

operating plans (budget). 

Chart of Accounts/Bookkeeping 

A chart of accounts is the organized structure for the region or chapter accounting records. 

An accounting system accumulates financial information in a variety of accounts. Each of 

these accounts is assigned a number and the overall numbering system is the 

chart of accounts. This numbering system allows financial information to be classified 

and sorted for reporting purposes and is essential for computerized accounting. 

Accounting Records 

Financial data must be maintained and reported in a timely and consistent manner. This 

provides the basis for effectively analyzing and projecting the financial status of the 

region or chapter, including budgeting and cash flow needs. All financial records should 

be audited on an annual basis to ensure that proper accounting principles are followed. 

Financial Reports 

Because accounting records are maintained in order to produce financial reports, the 

accounting records should be organized in such a way that facilitates report preparation. 

The accounting records usually provide more detail than is necessary for financial reports, 

but a well-designed chart of accounts allows flexibility in the amount of detail that 

ultimately is reported. Transactions to an account may be summarized or reported in 

detail, as needed, on the financial report. Thus, the place to start in preparing a chart of 

accounts is to design the region’s or chapter’s financial reports before designing the chart 

of accounts. All financial reports should include: 

• Statement of activity (revenue and expense) 

• Monthly activity 

• Year-to-date activity 

• Comparison between budget and actual 

• Statement of financial condition (balance sheet) 

• Assets by category (cash, equipment, etc.) 

• Liabilities (accounts payable, deferred income, etc.) 

• Net equity (difference between assets and liabilities) 

Chart of Accounts 

There are broad guidelines that can be followed in designing a chart of accounts. The 

same number of digits is generally used in every account even though many of the digits 

may be zero, which generally indicates that the digit has no particular significance (does 

not relate to a specific function/program). 

The chart of accounts facilitates accumulation of financial information in various ways, 

such as with expenses, by object or function/program. For example, all postage costs 

may be reported as a total cost (object) or allocated to a specific function/program. 




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A chart of accounts may be as small as four digits or as large as 11 digits, depending on 

how detailed the information needs to be for reporting and analysis purposes. Usually, 

the expanded numbering system is used for expense accounts. The first four digits 

usually identify the object, while sub-accounts identify the allocation of the expense to a 

specific function/program or area of responsibility. Most computer software packages 

include a chart of accounts that can be customized to specific needs. 

Additional information regarding setting up bookkeeping and structuring a chart of 

accounts may be found in the Chapter Guide. 

Record Retention 

Various financial, insurance, and legal records should be retained by the region. Listed 

are items that would apply to Regions and the length in years that each item needs to be 

retained. 

Accounting Records 

Bank statements and deposit slips 

Payroll records 

Expense reports 

Subsidiary ledgers (includes A/P & A/R ledgers) 

Trial balances (monthly) 

Checks 

Payroll or 1099 Misc. records 

Vouchers (for payment to members) 

Audit reports and financial statements 

General ledgers & journals 

Tax returns & supporting documents 

General 

Labor contracts 

Contracts & agreements 

Bylaws, charter & minute books 

Correspondence 

Legal & tax correspondence 

Insurance Documents 

Policies (expired) 

Accident reports 

Claims (after settlement) 

Retention Period 

four years 

four years 

six years 

six years 

three years 

eight years 

eight years 

eight years 

Permanently 

Permanently 

Permanently 

Permanently 

Permanently 

Permanently 

Permanently 

four years 

six years 

10 years 

The Internal Revenue Service of the United States requires tax exempt organizations to 

keep permanent books of accounts or records, including inventories, as are sufficient to 

show specifically the items of gross income, receipts and disbursements, and other 




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required information. The period for retaining tax records is described as being “while 

the content thereof may become material in the administration of any internal revenue 

law.” As a practice, the IRS has indicated that tax returns are usually closed within three 

years after submission. Except in cases of suspected fraud, the IRS is unlikely to ask for 

tax data that is more than three years old. 

Risk Management 

The goal of risk management is to identify, prevent, and prepare for potential accidents, 

injuries, legal violations, financial losses, and lawsuits relating to activities of the region. 

Risk management is more than purchasing insurance; it is defining policies and 

procedures to ensure that the region’s activities not only comply with civil laws, but 

also those that govern nonprofit organizations and volunteers. Sweet Adelines 

International provides governance and legal guidelines regarding: 

• Standard Form Bylaws 

• Guidelines for standing rules 

• Tax laws and Form 990 filings 

• Lobbying and political activities (not allowed) 

• Fundraising regulations 

• Copyright and publishing laws 

• Regional Management Team job descriptions and scope of responsibilities 

• Fiduciary responsibilities 

• Use of organizational logos and trademarks 

This information is routinely updated and provided to regions and chapters. Additional 

information or guidance may be obtained by contacting international headquarters. 

Contract Terms 

All agreements with vendors, hotels, exhibitors, facilities, etc. should be in writing. Key 

contract elements should include: 

• Parties to the agreement. Specify the parties bound to the agreement. 

• Scope of event or work. Specify what is to be done, where, who is responsible, etc. 

• Deadlines and duration. Specify beginning and ending dates. 

• Financial. Define costs and penalty clauses for cancellations or under-bookings. 

• Liability. Define who is liable for property damage or bodily injury. 

• Dispute resolution. Define which state’s laws will govern disputes, where the 

dispute is required to be resolved (jurisdiction), and if arbitration is a required 

means to settle a dispute; determine if the contract can be immediately suspended 

for good cause. 

• Hold harmless agreements. A hold harmless agreement should be combined with a 

certificate of insurance coverage applicable to your region’s risk. 

• Indemnification agreements. Carefully review any provision requiring 

indemnification. 

More detailed information regarding contracts may be found in the Contracts section of 

this handbook. 




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Liability Insurance 

Member Volunteers 

The federal Volunteer Protection Act of 1997 grants immunity from personal liability to 

those who volunteer for nonprofit organizations. The law is intended to reduce the legal 

liability risks to individuals. The law is complex, but generally preempts state laws to 

provide that volunteers will not be liable for harm if: 

volunteers are acting in the scope of the volunteer activity; the harm was not 

caused by willful or criminal misconduct, gross negligence, reckless misconduct, 

or a conscious, flagrant indifference to the rights or safety of the claimant; and 

the harm was not caused by the volunteer operating a vehicle. 

Additional information regarding the Volunteer Protection Act of 1997 may be obtained 

by contacting international headquarters. 

The Act does not provide immunity to the organization itself, therefore, the Volunteer 

Protection Act does not eliminate the need for liability insurance. For this reason, Sweet 

Adelines International provides liability coverage to regions and chapters for a nominal 

fee. The region should review carefully the terms of the provided policy to ensure that it 

covers the activities planned by the region. Certain activities may negate coverage (i.e. 

alcohol sales at events) such that additional coverage may need to be obtained. 

Third Parties 

Third-party liability coverage includes protection for claims brought by third parties 

who may have been injured or sustained property damage by activities of the members. 

This coverage is for legal liability, which means the claimant must show that the 

member, region, or chapter was negligent in causing the damage. The insurance does 

not cover injuries to members who may be injured in performing or participating in 

regional or chapter activities. 

What Type of Claim Is Covered? 

• Claims for bodily injury or property damage caused to nonmembers which result 

or occur in connection with regional activities. 

• Claims for personal injury, including libel, slander and false arrest. 

• Claims for liability arising out of the sale of products, including the serving of 

food and beverage. 

• Primary liquor liability coverage for chapters and regions applies regardless of 

any licensing requirement and whether or not there is a charge for the beverage 

served. 

What Type of Claim Is Not Covered? 

• It is not intended to cover unusual events such as fireworks, rock concerts, 

carnival and amusement rides, racing events, or sporting events. 

If your region is considering being involved in an event that is out of the ordinary, 

contact the organization’s insurance agent to be sure coverage is in place. The policy 




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includes certain standard exclusions, such as war, nuclear, aircraft, water craft, and 

professional liability. 

Hold Harmless Agreements or Indemnification Provisions 

If the region is entering into a written or verbal contract which involves a hold harmless 

clause or indemnification provision, contact international headquarters prior to finalizing 

the contract. 

Certificates of Insurance 

Certificates of insurance required by owners of rented facilities or for primary liquor 

coverage may be obtained by contacting the organization’s insurance agent. 

Bond Insurance 

Bond or crime insurance for theft, fraud, or poor accounting procedures is not provided 

through the international liability insurance policy. Fortunately, financial risks are 

among the most controllable with proper internal control procedures which include: 

• Division of tasks and responsibilities 

• Proper use of funds; ensuring that laws governing how 50l(c)(3) organizations 

may use their funds are followed 

• Systematic recording and reporting of financial activities 

• Annual audit or review of regional financial records by an outside party 

If a region still desires bond or crime insurance, it must be obtained by the region through 

a local insurance agent. 

Directors and Officers Insurance 

This coverage, commonly called professional liability insurance (or errors and 

omissions), is not provided through the international liability insurance policy. This 

coverage is designed for a variety of claims alleging harm caused by the governance or 

management of an organization. Generally, risk is minimized if the organization follows 

the governance and legal guidelines identified at the beginning of this section. 

Computerized Bookkeeping 

The easiest and least time-consuming way to maintain the region’s financial records is on a 

computer. If you are experienced with spreadsheet programs such as Excel, you may set up 

and customize the applications to suit your region’s needs. However, this requires a 

thorough understanding of accounting principles. 

Several accounting software packages on the market are designed for individuals not 

familiar with the debit and credits of double-entry bookkeeping and accounting 

procedures. The most widely used software is QuickBooks Pro. The QuickBooks Premier 

Edition offers software designed for nonprofits. Features include fully integrated cash 

receipts and check writing applications, a member database which is fully integrated with 

all financial transactions, budget development, and export capabilities. The Premier 

Nonprofit Edition also tracks information for the 990 form. Although all of the accounting 

packages help you track incoming and outgoing monies, they differ in their range of 




4/13 

features and depth of financial management. When choosing a software package, analyze 

your financial recordkeeping and reporting needs. Compare your needs with features of 

the software packages. Particularly important are the ease of use of the package and the 

report writing capability. You want a software package whose features will work hand-inhand 

with the others, so you can avoid copying data from one section to another. 

Several regions and chapters already use some form of accounting software. You may 

want to talk with other Financial Coordinators or chapter treasurers about the software 

they are using before making a final decision on a package. 

Regional Chart of Accounts 

Over the years, Regional Finance Coordinators have inquired about having a standard 

chart of accounts for them to use to record and report financial transactions. Based on an 

analysis of various regional accounting systems and financial statements, the following 

prototype standardized chart of accounts was developed. 

Using the standardized chart of accounts is optional and can be adapted for any 

accounting system. For United States regions that are required to file an annual 990 

Form, the description line and tax line columns identify how to report the accounts on the 

990 Form. The description column also indicates if an account is a HEADER ACCOUNT. 

Non-US regions should disregard the 990 information. 

Chart of Accounts 

The chart of accounts is the foundation of your accounting system. Consider a chart of 

accounts as a filing cabinet that tracks and files financial transactions by category. By 

grouping and categorizing financial transactions, it is easy to retrieve and report 

information. Within each group or category, sub-accounts (files) can be set up to provide 

more detail. A chart of accounts is usually set up with a special numbering system relating 

to the specific category. 

A chart of accounts typically groups financial transactions like this: 

Assets are items owned by the region such as computers, risers, video equipment, 

cash accounts, investments, etc. Generally, there are two categories for assets, 

current and fixed. Current assets include checking accounts, investments, inventory, 

and accounts receivable. Current assets also include prepaid expenses for the next 

fiscal year such as deposits on facilities for competition or workshops. Fixed assets 

are items that usually cost at least $500 and have a life span of three or more years. 

Assets are reported as the first item on the balance sheet. Also, referred to as the 

statement of financial position. 

Liabilities include amounts owed to vendors at the end of a reporting period, deferred 

income (amounts collected for workshops, competition or other monies relating to the 

next fiscal year). These transactions are current liabilities. Long-term liabilities 

include loans for equipment or real estate. Liabilities are reported as the second item 

on the statement of financial position. 

Revenue includes regional assessments, registration fees, product sales, advertising, 




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etc. At the beginning of each fiscal year, deferred income at April 30 is transferred 

from a liability account to the appropriate revenue account. Revenue is reported on 

the profit or loss statement. Also, referred to as the statement of activities. 

Expenses are self-explanatory and are categorized or grouped by activity, event, or 

administrative cost. Activity or event expenses usually have multiple sub-accounts. 

Equity represents the net worth of the region and is the difference between total 

assets and total liabilities. Equity is reported on the statement of financial position 

after liabilities. 

Accounting Software/Standardized Chart of Accounts 

Most regions have a complete general ledger system and use a chart of accounts. To 

conform with generally accepted accounting principles (GAAP) a general ledger 

system is preferred. Most regions use software programs ranging from Excel 

spreadsheets to accounting programs such as QuickBooks. QuickBooks, Premier 

Nonprofit Edition, offers the most flexibility, is user-friendly, and will assist United 

States regions with preparing the annual 990 Form. QuickBooks software was used to 

develop the standardized chart of accounts. To learn more about QuickBooks Pro 

Premier Nonprofit Edition please go to 

http://quickbooks.intuit.com/premier/?industry=nonprofit. 

Features of QuickBooks Premier Nonprofit Edition: 

Fully integrated cash receipts and check writing applications 

Member (customer) data base, which is fully integrated to all financial transactions 

relating to the individual member or chapters within the region 

Multiple tracking options including class assignments 

Budget development 

Ability to customize financial and program reports 

Generates membership letters/templates and labels 

Export capabilities 

QuickBooks provides step-by-step instructions on how to set up the accounting system. 

If another program is preferred, this standardized chart of accounts can be adapted to 

use with any system. 

The following chart of accounts is a composite of existing charts of accounts used by the 

regions. The standardized chart of accounts offers flexibility within each category to add 

or track financial transactions specific to your region. 

The chart of accounts is designed as follows: 

• HEADER ACCOUNT-This identifies the main category or event. 

• SUB-HEADER ACCOUNT-This identifies an event, activity or function under 

the main category specific to your region. 

• SUB-ACCOUNTS-These are the specific revenue or expense items for the Sub- 

Header Account. 




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HEADER accounts establish standardized accounts and reporting formats. The numbering 

system allows for new accounts to be added based on specific activities within the region. 

Examples of all the sub-accounts within each category are not illustrated. For example, 

under the header REGIONAL EDUCATION EXPENSE, is the sub-header account 

Summer Meeting/Workshop, which includes sub-accounts for various expenses. The 

numbering series for the Summer Meeting/Workshop is 6500-6549, which allows for other 

accounts to be added if needed. These accounts may be duplicated under the Fall 

Meeting/Workshop, Quartet Workshop, or other events with similar expenses. Activities 

and events under each main header can be renamed to fit your region’s needs. 

QuickBooks software allows tracking of expenses by assigning classes to selected 

expenses or RMT positions. For example, rather than set up separate accounts for 

postage, telephone, or supplies expense for each RMT member, assign a class, 

which designates the RMT position. These expenses will be reported under 

ADMINISTRATIVE/GENERAL EXPENSE but a supplemental report can be generated 

for each RMT position. This concept can apply to all functional expenses. Detailed 

instructions are provided in the QuickBooks software. 

As previously stated, use of the standardized chart of accounts is optional and can 

be adapted to any accounting system. 




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8:30 AM Sweet Adelines International Region 

05/15/13 Account Listing 

May 15, 2013 

Account 

Type 

1010 · Cash in bank-operating account Bank 

1020 · Cash in bank - special funds Bank 

1040 · Petty cash Bank 

1070 · Money market accounts Bank 

1075 · Certificate of Deposit Bank 

1080 · Corporate Bond Bank 

1110 · Accounts receivable Accounts Receivable 

1410 · Inventories for sale Other Current Asset 

1420 · Inventories for use Other Current Asset 

1450 · Prepaid expenses Other Current Asset 

1460 · Deposits Other Current Asset 

1510 · Marketable securities Other Current Asset 

1640 · Furniture, fixtures, & equip Fixed Asset 

1745 · Accum deprec- furn, fix, equip Fixed Asset 

2140 · Acc rued sales taxes Other Current Liability 

2160 · Accounts payable Other Current Liability 

2350 · DEFERRED REVENUE Other Current Liability 

2352 · Registrations-Summer Mtg/Wkshop Other Current Liability 

2354 · Reg'l Competition Registrations Other Current Liability 

2356 · Registrations-Fall Mtg/Workshop Other Current Liability 

2358 · Quartet Workshop Other Current Liability 

2570 · Short-term liabilities – other Other Current Liability 

2910 · Custodial funds Long Term Liability 

3000 · UNRESTRICTED NET ASSETS Equity 

3009 · Transfers to/from unrestricted Equity 

3020 · Board-designated net assets Equity 

3030 · Board-desig - quasi-endowment Equity 

3001 · Opening Bal Equity Equity 

3010 · Unrestricted (retained earnings) Equity 

3100 · TEMPORARILY RESTRIC NET ASS... Equity 

3110 · Use restricted net assets Equity 

3120 · Time restricted net assets Equity 

3200 · PERMANENTLY RESTRICT NET A... Equity 

3210 · Endowment net assets Equity 

4 · CONTRIBUTED REVENUE Income 

4070 · Contributions Income 

4075 · Education stipend (int'l) Income 

4080 · Corporate/business sponsorships Income 

4085 · Grants Income 

5 · EARNED REVENUE Income 

5010 · Publication sales - program- Income 

5015 · Program-related sales - other Income 

5020 · Regional Competition Income 

5025 · Quartet Workshop Income 

5030 · Summer Meeting/Workshop Income 

5040 · Fall Meeting/Workshop Income 

5050 · Regional Assessments-members Income 

5055 · Regional Assessments-CAL Income 

5080 · Miscellaneous revenue Income 

5200 · INVESTMENT INCOME Income 

5205 · Interest-savings/money mkt. Income 

5210 · Dividends & interest-securities Income 

5230 · Security sales - gross Income 

5235 · Security sales cost Income 

5240 · Other asset sales - gross Income 

5245 · Other asset sales cost Income 

5300 · Gross inventory sales-related Income 

5320 · Cost of inventory sales Income 

5450 · Advertising revenues Income 

5460 · Rebates/commission Income 

5470 · Miscellaneous income Income 

6 · REGIONAL EDUCATION EXPENSE Expense 

6500 · SUMMER MEETING/WORKSHOP Expense 

6510 · Facilities Expense 

6515 · Faculty Expense 

6520 · Housing Expense 

6525 · Travel (non-member) Expense 

6530 · AV/Equipment rental Expense 




4/13 

8:30 AM Sweet Adelines International Region 

05/15/13 Account Listing 

May 15, 2013 

Account 

Type 

6535 · Miscellaneous Expense 

6550 · FALL MEETING/WORKSHOP Expense 

6600 · QUARTET WORKSHOP Expense 

6800 · CHAPTER EDUCATION/VISITS Expense 

6810 · Prospective chapter visits Expense 

6820 · Chartered chapt education/visit Expense 

6830 · Revitalization/misc. Expense 

7000 · REGIONAL COMPETITION Expense 

7005 · ASCAP/BMI Expense 

7010 · Sound & lighting Expense 

7015 · Photography Expense 

7020 · Risers Expense 

7025 · Judging Panel Expense 

7030 · Facility rental Expense 

7035 · Awards Expense 

7040 · Videographer Expense 

7045 · Printing/postage/supplies Expense 

7050 · Miscellaneous Expense 

7055 · Competition Coordinator Expense Expense 

7300 · Contributions Expense 

7310 · Scholarships Expense 

8 · ADMINISTRATIVE/GENERAL EXPENSE Expense 

8010 · Supplies Expense 

8020 · Telephone & telecommunications Expense 

8030 · Postage, shipping, delivery Expense 

8040 · Mailing services Expense 

8050 · Equip rental & maintenance Expense 

8060 · Printing & copying Expense 

8070 · Books, subscriptions, reference Expense 

8080 · Newsletters/publications Expense 

8300 · RMT TRAVEL/MEETINGS EXPENSE Expense 

8310 · T ravel Expense 

8320 · Per Diem Expense 

8330 · Housing Expense 

8340 · Other Expense 

8400 · Depreciation & amortization exp Expense 

8450 · Depreciation Expense 

8500 · MISC. EXPENSES Expense 

8520 · Insurance Expense 

8535 · Bank charges Expense 

8550 · List rental Expense 

8570 · Advertising expenses Expense 

8590 · Other expenses Expense 

8800 · UNREALIZED GAIN(LOSS) Other Income 

8810 · Unrealized gain(loss) - other Other Income 

8820 · Unrealized gain(loss) - investments Other Income 


Chapter 7: Marketing Coordinator 


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Marketing 



• Develops and provides marketing and public relations programs that promote 

chapter and regional events, and membership growth and retention. 

• Plans and implements marketing and public relations programs to increase 

membership growth and retention. 

• Designs and implements plans to market events and products. 

• Works in coordination with the Membership Coordinator on membership growth 

and retention plans. 

• Works in coordination with the Events and Education Coordinators on marketing 

events. 

• Maintain the region’s social media presence — Facebook, Twitter, etc., to keep 

your members informed and to attract new members. 

• Works in coordination with the Communications Coordinator on website and 

database design, implementation, and maintenance. 

• Maintains database of media contacts. 

• Writes and distributes press releases and produces media kits. 

• Invites media to regional events and serves as onsite media contact. 

• Initiates media opportunities including on-air interviews and feature stories. 

• Maintains database of advertising contacts. 

• Designs, negotiates, and buys advertising in local media. 

• Sell advertisements in regional publications. 


• Maintains comprehensive records and forwards materials to successors 





The Role of the Marketing Coordinator 

As the Marketing Coordinator, you are seen by members as the authority in the area of 

marketing and public relations. The Real Guide to Growth, Chapter Guide, Policy 

Book, the public relations and marketing kit, and the RMT Handbook provide valuable 

information for your success in your role. 

The Marketing Coordinator’s Staff 

Find and train a staff that will share your expertise, your enthusiasm, your goals, and the 

work! Delegation is one key to implementing and running successful, varied regional 

Marketing Coordinator • 7-1



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marketing programs. The size of your staff largely depends on the region’s marketing 

activity, its geographic size, complexity and budget. 

Determine Your Focus 

Since the job description provides a standard against which your activities will be 

measured, review the task descriptors to begin planning your year. Although you (or your 

designee) are responsible for the items listed, you may see a regional need to emphasize 

one area of involvement over another, at least for a particular year. Identify areas to focus 

on, build the appropriate program(s), plan the budget and implement. Don’t forget to 

delegate to others tasks that need to be implemented, monitored, and evaluated for their 

effectiveness. 

Request Regional Funding 

To ensure that vital marketing programs receive adequate funding, it is up to you, in 

conjunction with the Membership Coordinator, the Finance Coordinator and others on 

your staff, to develop clearly defined, goal-oriented programs which can be sold to the 

regional team. 

Membership Growth and Retention 

An important component of the Marketing Coordinator’s job is working with the 

Membership Coordinator to promote membership growth and retention. The possibilities 

are endless! The Real Guide to Growth is a valuable companion and guide to 

membership recruitment and retention. Becoming familiar with this resource will allow 

your team to successfully assist and implement processes to assist with membership 

issues. 

Public Relations and Marketing 

PR vs. Marketing: The Distinction 

The terms public relations and marketing are often used interchangeably. However, they 

refer to different but similar activities. Professionals recognize the distinctions, although 

grassroots practitioners may not. Textbook definitions may appear confusing; therefore, 

practical differences are cited here. 

Marketing is selling, whether it be a tangible product such as a ticket to your regional 

convention or a service such as membership in Sweet Adelines. The end result of the 

marketing process is a transaction, e.g., money for a ticket, money for dues, etc. The 

marketing process always involves a transaction. Marketing communication, briefly, is a 

one-way communication such as broadcasting ticket price and availability via a variety of 

media. When a prospective buyer hears your marketing message she decides whether or 

not she will buy. 

The public relations process prepares target audiences to be receptive to marketing 

messages. Awareness of the quality of your product is built through public relations, 

e.g., an appearance on a local early morning television news broadcast may attract the 

attention of potential ticket buyers and potential members. Public relations is a two-way 




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communications process. You may broadcast a message and wait for a response. If the 

response is favorable, you may decide to keep broadcasting the same message. If the 

response is unfavorable, you have the opportunity to change your message to one that 

may be more positively received. 

In the Sweet Adelines context, public relations is a process of developing relationships 

among your region, its choruses, and the public. Your job, as Marketing Coordinator, 

is to identify publics, establish mutually-beneficial relationships, and maintain those 

relationships in order to earn their goodwill leading to further successes. An important 

part of your job is to pass your marketing and public relations skills on to those at the 

chorus level. 

Marketing 

As Marketing Coordinator, you will be working with the Education Coordinator to 

market regional programs, as well as training those at the chorus level to develop their 

own public relations and marketing plans. Some activities that a chorus might market 

are membership recruitment campaigns, opportunities for paid performances, its annual 

show, or other types of fundraising events. 

The Members Only Marketing Center provides valuable how to for Marketing 

Coordinators. The center gives examples of marketing plans, creating materials, 

developing relationships with the media, and much more. Professionally produced 

public service announcements, press releases, media alerts and social media posts are 

also part of the marketing center. 

Creation of a marketing plan should begin early in the development of a project or event, 

with open communication and action between the coordinators, if at the regional level, 

or with a marketing team in charge of the project at the chorus level. 

To build a successful marketing plan ask: 

• What needs to be achieved as a result of this project/event? 

• What needs to be achieved as a result of the marketing campaign for this 

project/event? 

• What product or service will be provided in this project/event? 

• Are we capable of providing this product or service? (Promises must be 

delivered.) 

• What are our strengths and limitations? 

• Who is our target audience for this campaign? 

• How will we attract the attention of the target audience and give a favorable 

impression of the project/event? 

• What resources, including money, will be needed for the project/event and for the 

marketing campaign? No matter how ambitious, creative, or awe-inspiring the 

plan, don’t forget to ask, “Is it in the budget?” One reality of marketing is that 

funds are usually limited and must be allocated efficiently and effectively. This is 

another important reason for advance planning. 




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Once the above questions have been answered and put into writing, you will be able to 

plan the marketing campaign and decide who will do what and when. A planning 

calendar will help plot strategies, clarify activities and establish timelines. The calendar 

should be distributed to everyone involved or who has an interest in the project. With 

your calendar and a budget estimate, your next task is to determine where the funds can 

best be used to produce the necessary results. 

Public Relations 

As stated previously, public relations is any activity that promotes a positive image, 

fosters goodwill, or increases membership. Publicity results when an article you write 

is published or when information you give to an editor convinces her/him to publish a 

feature story. Over time, an on-going public relations program benefits your region and 

its choruses by creating a favorable impression. For example, good public relations can 

create an atmosphere that increases public awareness of the musical excellence of your 

region. This can lead to new members and more frequent performance opportunities for 

choruses in your region. 

You may be called to interact with: 

• Current and potential members 

• Chorus leaders/directors 

• Reporters and editors 

• Clubs and organizations 

• Community leaders 

• The performing arts community 

• Potential purchasers of tickets to your regional competitions 

• Vendors who exhibit at your convention or other regional events 

You will develop relationships by communicating honestly and clearly and maintaining 

the relationships you establish on behalf of your region and its choruses. Establishing 

on-going relationships with the public helps them have a better understanding of the 

messages you send. 

In public relations, the quickest route to success is: 

Do good things in the region; 

tell your selected publics about 

it...and do it over and over and 

over again. 




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The relationships you establish with the public should be truthful and mutually beneficial, 

those win-win situations. For example, you appear as a guest on a television talk show 

and invite listeners to attend Sweet Adelines’ upcoming regional competition. This may 

lead to an increase in ticket sales for the region, and a highly enjoyable experience for the 

public who attend. 

Be realistic in your expectation of results from public relations activities. Perpetuating 

the barbershop art form is what’s known as a special interest activity. Even the most 

carefully targeted public will decide for itself if it should join, support, endorse, or 

believe in barbershop singing and in Sweet Adelines International. Not everyone will be 

interested. By truthfully sharing the principles, values and beliefs of your region, people 

will respect your region and your personal integrity. 

Media Relations 

As Marketing Coordinator, you serve as the primary media contact for your region. Those 

on the chapter level who have responsibilities for public relations and marketing will also 

look to you for training and information. 

Prepare for success in using the media by adhering to these general guidelines: 

• Know the media in your area. 

• Read the area publications. 

• Watch local stations and listen to content. 

• Follow local media on Twitter. 

• Establish yourself as a reliable and valuable news source. 

• Approach an editor or reporter with a positive attitude. 

• Introduce yourself by email or phone first before preparing the fact sheet or 

news release. 

• Keep in touch with your media contacts but don’t be a pest. 

• Know their deadlines. 

• Follow up in a professional manner to all media inquiries. 

Getting your story told 

Most journalists are competent and fair-minded within the limitations of space or time 

allotted to them. Their deadlines are very important. They are always looking for a story 

that will catch people’s imagination or have wide appeal. 

The city desks of your local newspapers, the assignment editors at your local television 

stations and the news directors of your local radio stations are inundated with requests for 

coverage of news and events. One solution to cutting through the clutter that rains down 

daily on each newsroom is personal contact, far more effective than a news release, even 

than a fact sheet. 




4/13 

If you choose to send a news release or fact sheet, it must be prepared in a professional 

manner. Handwritten notes won’t do the job. When you write a news release, prepare it 

with the reporter in mind, not your region; the release must be timely and have news value. 

A tight, one-page release that captures the most newsworthy information about your region 

can persuade key media contacts to mention your region favorably in either print or 

broadcast. 

Never approach an editor or reporter with the attitude that they have to do your story. The 

truth is that they are under no obligation to do so. You must use your skills to convince 

them that your story is terrific and that readers will want to hear about it. 

Using the Internet to Gain Publicity 

Distributing your press information via the Internet provides an immediate and costeffective 

way to reach key journalists. Begin cultivating online relationships with those 

key reporters by calling targeted journalists in the morning (deadline pressure tends to 

increase by the afternoon) and confirm that they welcome e-releases. If e-releases are 

accepted, obtain their direct email addresses. Don’t send your messages to general email 

boxes that go to an entire newsroom. Ask whether the contact would prefer the release, 

photographs and graphics as an email message or email attachment. Most journalists do 

not open attachments, so avoid sending them unless requested. 

E-release Format 

Adjust the format of your e-release using guidelines similar to a traditional press release, 

but with the following additions: 

Direct Email address 

Send the e-release directly to the journalist’s email address. 

Subject Line 

In 50 characters or less, enter the headline of the press release. Remember always to 

include Sweet Adelines International in the subject line. 

Message 

Enter your e-release into the message of the email using the following format: 

• Begin with the words For Immediate Release 

• Double space and include the dateline by entering the city name and state 

abbreviation where the news originates, followed by the date of the e-release. 

• Place a dash after the dateline and follow the dash with the body of the e-release. 

• Single-space the text and double space between paragraphs. 

• Limit the e-release length to 250-500 words. 

• End the e-release with a boiler plate – a standard descriptive paragraph about 

Sweet Adelines International and your chorus/region. 




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• Follow the e-release with instructions for obtaining additional information, 

beginning with a phrase such as “For More Information,” To schedule 

interviews,” or “To obtain photos and artwork,” 

• Close with contact information in this order: 

• Contact person’s name 

• Chorus/Region name 

• Contact person’s phone number including area code 

• Contact person’s email address 

• Chorus/Region website address 

Online Pressroom 

Increasingly, journalists interested in finding out more about your chorus/region will 

turn to online pressrooms for information, including current and past press releases, 

designated public relations contacts, downloadable images, special announcements 

and organizational background. 

The online pressroom is an integrated section within your already existing chorus/ 

regional website. Provide a direct link to the online pressroom from the website’s 

home page, and include the link within the sub-navigation menu as well. 

To keep your pressroom a useful tool to journalists, make the section easy to navigate 

and quick to access. Include the following contents: 

• Post current press releases immediately upon distribution. 

• Post a searchable archive of past press releases in chronological sequence with 

short summaries of content for quick scanning. 

• Post a calendar of upcoming events. 

• Post reprints, clips or links to recent media coverage. This is an important section 

for building credibility. It shows that your subject is newsworthy and of public 

interest. 

• Include the names and contact information for chorus/region-approved media 

spokespersons. 

• Summarize background information about your chorus/region with links to 

expanded information. 

• Provide downloadable photos and artwork authorized for media use. This section 

is valuable for those media contacts that do not want to accept attachments. You 

can embed a link to this downloadable graphic area in the e-release and direct the 

journalist to this link. 

• Prepare your downloadable graphics with appropriate digital resolution. In 

general your image will need a resolution of 250-300 DPI (dots per inch) for print, 

and 72 DPI for digital use. JPEG files are universally accepted. 

• Label the graphics/photos in your downloadable section with captions and 

cutlines. The caption is the title of the photo. The cutline is the photo description 

that is required by nearly all media outlets. 

• Make it easy for journalists to find a graphic file by referencing the e-release that 

the artwork accompanies. 




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• Provide references to other resources that you feel are pertinent, such as 

barbershop history, barbershop style, membership information, etc. 

• Maintain your online pressroom to serve as an up-to-date, 24-hour media resource 

that provides an informative overview of your chorus/region. 

• Keep your mailing list up-to-date and send your information to the right 

person. Be aware of staffing changes. Today’s education writer may become the 

entertainment writer tomorrow. 

What is News? 

One of the following news pegs must be present. If this isn’t the case, you may want to 

rethink approaching the media. Though the story may be important to you, without one of 

these pegs, it won’t be important to the media. 

Audience- To whom is this story important? Too small an audience may prevent 

the story from being reported. 

Impact- How many people are affected by this story and to what extent? 

Proximity- The closer to the news room/station your story takes place, the 

more likely it is to get covered. 

Timeliness- Experience with your own local media will provide you with 

insight on timeliness. In the beginning of your relationship with a reporter or 

editor, ask about timing when you call to pitch your story. Too early or too late is 

usually unsuccessful. 

Prominence- The audience likes big names in the news. Who is the biggest name 

you can use in conjunction with your story? 

Unusualness- The first time an event happens, it’s news. The last time an event 

happens, it’s news. In between is tough. If you can’t use this peg, look for another 

one. 

Drama- This is a reference to conflict. Media consumers are accustomed to stories 

that explain the creation/resolution of conflict situations in less than a minute and 

a half. 

Making Contact With Print Media 

Print remains an important medium although subscription totals are on the decline. In 

deciding which publications you should develop relationships with, analyze the ones in 

your area. Ask these questions: 

• What publications can benefit your region the most? 

• What publications would most easily give coverage to your region? 

• Does the publication appear to print articles of the type you plan to submit? 

• Who are the editors of those publications? 

• What “Calendar of Events” or “Community Update” opportunities have you 

overlooked? 

News not tied to a date can be submitted at any time being mindful of the publication’s 

deadlines. News that is tied to a date such as an announcement of an upcoming event or 

performance, should be delivered no more than 10 days prior to the event. If you are 




4/13 

inquiring about a feature story, suggest your idea three weeks prior to when you hope the 

story will run. Submit recaps of news events, such as results from regional competition, 

no more than 24 hours after the event. 

Suburban newspapers generally publish pictures. Be sure to get some good color or 

black and white photos to accompany your story. When you submit photos, send 4x6’s. 

Put your name, address, phone number, and the name of your region on a label on the 

back of the photo. Include a date. Also, for publishing purposes, include a short caption 

describing the picture. You should also consider sending a digital image along with your 

press release. Make it low resolution so the email will go through easily. Have a high 

resolution image available upon request (preferably a download from your website). 

Making Contact With Radio News Rooms 

Radio is an effective tool for accurately targeting the public you want to reach. Generally, 

each station has a primary target audience. If you want to reach a younger audience, look 

for stations that play top-40 music. If you want to reach an older audience, look at the allnews 

format stations or those that play music from their generation. 

Radio is a primary source for local news and information in the morning. Get to know 

news directors and producers at those stations in your area that broadcast live interviews 

during morning drive time. 

Your radio contacts for news are called news directors. Talk shows have producers. When 

you call a station, ask the receptionist to tell you to whom you should talk. Other radio 

personnel you may work with are community services directors and promotions directors. 

Ask the station if they have a community affairs program or community calendar 

segment. 

You can increase awareness of your upcoming event (such as your regional competition) 

by offering free tickets to stations to give away as contest prizes. These live promotional 

announcements are valuable components of your media mix because they build a buzz. 

Making Contact With Television Stations 

Increasingly, the public depends on television for the credibility of its news. Another 

benefit of television news is that it reaches a broad market segment. 

You will want to talk either to the news director or assignment editor when you call a 

television newsroom to talk about coverage of your story. Many tips that apply to print 

and radio also apply to television. 

When you contact a news director, the story should be newsworthy. For an upcoming 

event, inquire about coverage no sooner than 10 days before the event and no later than 

four days prior to the event. Because broadcast news is more immediate than print, 

immediate contact is required for events that have concluded, such as providing regional 

competition results. Forewarn the news director of the event (such as your regional 




4/13 

competition in another city) then fax or call her (long-distance if necessary) with the 

results. 

If you are inquiring about being a guest on a local interview show, your contact will 

be the show’s producer. The producer has the final say about the content of each show. 

Contact her with a cover letter and information about your event or project. Call for 

an appointment and take a Sweet Adelines brochure with you to the appointment. 

If you are booked to appear, send the show producer a complete bio on the featured 

speakers, information on the event being promoted, and information on Sweet Adelines 

International. 

When you appear on any television show other than as the subject of news coverage, 

follow these suggestions: 

• Be careful what you wear. Because television adds 15 pounds to everyone, 

stay with darker colors. Don’t wear bold prints or wide stripes. Don’t wear 

bright jewelry. 

• Keep eye makeup light but wear a darker base makeup than usual because 

television tends to wash out a person’s complexion. 

• Go light on blush. Heavy blush does not make up for using the wrong base. It 

will make you look clown-like. 

• Use loose powder on your face because studio lights can be very warm. 

• Be mindful of hairstyles. Because the television camera makes facial features 

appear to recede, women should push their hair (especially bangs) back from 

their faces. 

• Viewers expect to be able to look into the eyes of individuals as they are 

being interviewed. Take off your glasses, if possible. If viewers can’t see 

your eyes, they may not believe or trust your story. 

Integrating Social Media Sites 

Making Contact with Media 

Using social media sites is an easy and inexpensive way to generate information 

quickly. Post/tweet links to news stories, updates about upcoming events or ongoing 

rehearsals. Many news reporters in every genre are available via social media sites and 

encourage communication this way. Twitter is an especially resourceful way to 

disseminate information to reporters. Reporters’ twitter handles or Facebook addresses 

are found on the news station’s websites along with their other contact information. 

Tweets need to be under 140 characters but you may include a link to your press room so 

they can find more information easily. Here is an example tweet to a reporter: 

@kfmuradio Spine-tingling a cappella performances at the Pepsi Center on 

Thursday. More than 30 choruses compete for gold. Visit 

www.sweetadelineintl.org. 




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Tips for Being a Spokesman 

Be enthusiastic and sincere. When you respond to questions, strive for over-enthusiasm 

and it will come off naturally to the television camera. Enunciate! Have authority in 

your voice. Conviction and confidence will help you sell your story to the reporter and 

the audience at home. 

If you start off an answer in a bad direction, stop and start over again. More often 

than not, the reporter won’t use the ragged beginning because she is looking for a 

clean, concise, sensible answer to the question. 

If you give a good answer, stop. Don’t be afraid of silence. The reporter has been trained 

to keep the microphone in your face but that doesn’t mean you have to keep talking. The 

reporter uses the silence as a means of control. You may be so uncomfortable with 

silence that you will blurt out something you wish later you hadn’t said. 

Even complex, important thoughts can be condensed. Before the reporter arrives, 

think about the possible questions you might be asked and think of seven- to 10- 

second answers (sound bites). 

Look at the reporter. She will be standing very close to you because of camera 

requirements. Try to forget the camera is there. Square up with the reporter rather 

than standing at an angle. If you are unable to adjust comfortably to standing so 

close, ask to sit down. Regardless of the proximity, don’t start backing away from her 

because the reporter will just follow you. 

Often, the first question the reporter will ask will be the best question that you can 

answer concisely and get your point across. If you’ve prepared in advance, the answer 

to that first question can establish your complete agenda. 

Even in “soft” news stories, the reporter may try to find something negative. For 

example, “Doesn’t all this effort take time away from your jobs and your families?” If 

you are prepared, once again, you can respond, “The self-confidence we develop 

through competition carries over into everyday situations with family and friends. I’ve 

heard members say they are better wives, mothers and daughters thanks to the skills 

they have developed through Sweet Adelines.” 

If you are involved in a “hard” news story (crisis, conflict, controversy or drama) where 

there is a negative reason for the interview, make your point first before the negative 

question is even asked. This puts the reporter in a position of not being able to follow up 

with more negative questions. You can learn to control the interview. It takes practice 

and experience. Stay focused. 




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Help Is At Hand 

The Communications Department at international is available to answer your public 

relations and marketing questions. Your region may have the Public Relations 

Handbook, currently out of print, in its library. The book is worth reading for its wealth of 

basic information. 

For more information, visit the members only marketing center of the Sweet Adelines 

International website. You will find press release, fact sheet, and public service 

announcement templates. Also, general information about Sweet Adelines International 

will assist you in developing press kits. 

Remember you are not alone – there are other Marketing Coordinators out there who can 

be of assistance. Be sure to use networking opportunities to learn of your peers’ plans and 

accomplishments in the area of marketing and public relations. 


Chapter 8: Membership Coordinator 


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Membership 



• Represents the interests of chapter management and membership on the Regional 


• Communicates president/team leader and chapter needs and issues to the Regional 


• Provides and facilitates a forum for presidents/team coordinators at regional 

events. 

• Instills in the members of her region an awareness of their relationship to the 

organization, to the region, and to other choruses. 

• Develops a plan, in conjunction with the Education Coordinator, to teach chapters 

in revitalization ways to attract new members and retain existing ones. Assists 

these chapters with growth and retention programs. 

• Plans and implements programs in the areas of membership growth and retention. 

• Works in coordination with Marketing Coordinator on membership growth and 

retention plans. 

• Visits and maintains regular contact with chartered chapters to promote 

membership growth and retention programs. 

• Guides prospective chapters through the Steps To Chartering program. 

• Develops support staff to assist in planning and implementing programs such as: 

• Steps To Chartering 

• Membership recruitment 

• Member retention 

• Chapters in revitalization 

• Appoints a Chapter-at-Large Coordinator to ensure CAL members’ awareness of 

and inclusion in regional events, programs and publications, as well as any 

administrative or financial matters that affect them. 

• Maintains contact with appropriate staff at international headquarters. 



• Appoints staff to assist with the implementation of responsibilities. 



The Role of the Membership Coordinator 

As the Membership Coordinator for your region, you are seen by members as 

the authority in the area of membership growth and retention, and chapter administration. 

Membership Coordinator • 8-1



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If you are new to this role, there is no better way to boost your confidence than to become 

thoroughly familiar with the contents of the contents of the Members Only Marketing 

Center on the website, the Real Guide to Growth handbook, the Chapter Guide, the 

Policy Book, archived webinars in the Marketing Center and this handbook. These 

resources provide a sturdy foundation on which to build and maintain your region’s 

membership programs. 

The Membership Coordinator’s Team 

Find and train a team that will share your expertise, your enthusiasm, your goals, and the 

work! Delegation is one key to implementing and running successful, varied regional 

programs. The size of your team largely depends on the region’s membership activity, its 

geographic size, complexity, and budget. If you and the region feel it is important to keep 

in close contact with choruses and Chapter-at-Large members, develop classes to take 

on the road, create educational events for members and/or membership chairs at regional 

meetings, and take full advantage of the Internationally Funded Visit program. This 

contact program takes time to build and implement and a minimum of several individuals 

to assist you. It also requires commitment on the part of the region to provide funding. 

Determine Your Focus 

Since the job description provides a standard against which your activities will be 

measured, review the task descriptors to begin planning your year. Although you (or your 

designee) are responsible for the items listed, you may see a regional need to emphasize 

one area of involvement over another, at least for a specific year. Perhaps you have 

expertise in membership retention or hold a special interest in working with prospective 

choruses. Maybe developing scripts and teaching classes in communication skills is an 

activity you find rewarding. Decide where you want to go, get the project funded, and 

take off! Don’t forget to delegate tasks that need to be implemented, monitored, and 

evaluated for their effectiveness. 

Request Regional Funding 

To ensure that vital membership programs receive their share of funding, it is up to you, 

in conjunction with the Education Coordinator, the Finance Coordinator and others on 

your team, to develop clearly defined, goal-oriented programs which can be supported by 

the regional team. 

Membership Growth and Retention 

An important component of the Membership Coordinator’s job is promoting membership 

growth and retention within the chapters and the region. The possibilities are endless! 

The Real Guide to Growth handbook is a valuable companion and guide to 

membership recruitment and retention. 

Prospective Chapters and Steps To Chartering 

A group of women who want to form a new chapter of Sweet Adelines does so through 

the Steps To Chartering process. The women may or may not have been affiliated with 




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Sweet Adelines in the past. The following is an overview of your role in the 

prospective chapter process. 

Steps Toward Chartering 

A person or group contacts international headquarters requesting information about 

affiliating with Sweet Adelines International. Communications Department personnel 

at international headquarters mail or email a letter and a packet of information entitled 

“Steps To Chartering” to the requestor. Steps To Chartering includes information on 

the history and structure of Sweet Adelines, the support provided at the regional and 

international level, how to request prospective status and what to expect in Step One, 

Step Two and when applying for charter. You are encouraged to build a healthy 

relationship with prospective chapters to instill confidence and a strong connection to 

our worldwide organization. 

Granting Prospective Status 

The philosophy of the International Board of Directors is to automatically grant 

prospective status to groups that seek affiliation with Sweet Adelines International—with 

rare exceptions. The board holds the philosophy that every woman should have a choice 

about where she sings. 

Step One 

Once the group applies for and is granted prospective status, Step One is mailed to the 

group. During Step One the prospective chapter learns about barbershop technique and 

basic criteria for public performance. It chooses and receives approval of its chapter 

name, begins developing its financial structure and administration and continues to 

rehearse. Along with the Step One booklet, the prospective chapter receives sheet music 

and learning tracks, various brochures, and other information on how to form a 

prospective chapter. 

Administrative Visits 

Each prospective chapter is required to receive two visits (funded by international) 

from the Membership Coordinator or her designee. The timing of the visits is 

coordinated by the Regional Management Team and the prospective chapter. See the 

section entitled Internationally Funded Visits for more information. 

Step Two 

When the prospective chorus is ready, it may apply to advance to Step Two. Step Two 

further guides the prospective chapter in membership marketing, administration, sharing 

responsibilities through the appointment of standing committees, completion of the 

chapter standing rules, the basics of barbershop and ultimately to charter as a Sweet 

Adelines International chapter. You continue to be a source of information and support to 

the prospective chapter during Step Two and beyond. 

Approval to Charter 

Considerable paperwork is involved in the final stages of the chartering process. You may 

be called upon to assist if unexpected problems arise. Four visit reports, two from the 

Membership Coordinator and two from the Education Coordinator, are required before a 

prospective chapter’s application for charter is considered complete. Once the application 




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is complete, the International Board of Directors is asked to vote whether or not to 

approve the group’s application for charter. 

Regional Competition 

Some prospective choruses are especially anxious to compete regionally once they 

charter. One of the duties of the Membership Coordinator is to explain competition 

procedures, the deadlines involved, and music copyright requirements. 

Membership Growth & Retention 

Membership growth and retention are topics that, along with our music, are the lifeblood 

of the organization’s future. 

It takes an organized membership program and strong leadership to create programs that 

encourage growth and retention. The Regional Management Team, with the Membership 

Coordinator in the lead, can foster an attitude of encouraging and welcoming new 

members to your region as well as retaining current members. 

As with any membership program, planning is vital. Vision and commitment must be 

well defined. You need to recruit and train a membership team to assist you, as one look 

at your job description will confirm. Ideally, your team should find time to meet as early 

in the fiscal year as possible. Define who has special interests and abilities to accomplish 

the many tasks that must take place throughout the year. Be realistic in your planning— 

consult the regional budget to see what is financially possible. 

It is important that you become familiar with the resources available to you. Read the 

Real Guide to Growth handbook and review the resources in the online Marketing 

Center. Then, review pertinent sections of the Chapter Guide and the Policy Book. 

People will look to you for answers to many questions pertaining to membership and 

the more answers you have at your fingertips, the more comfortable and confident you 

will become. The Communications Department at headquarters is available to assist 

you and answer questions. 

It is especially important that you become familiar with the membership tactics outlined 

in the Real Guide to Growth handbook because they are known to work! The 

membership planning exercises, samples, templates and the Vocal Lesson Plan have 

been used by many choruses and customized to fit many situations. This handbook 

offers four sections covering Vision and Value, Membership Recruitment, Preparing the 

Chorus and Membership Retention, plus the Vocal Lesson Plan. Each section identifies 

and explains effective processes for developing membership plans that generate real 

results. 

When you plan membership programs for chorus membership leaders, stress the 

importance of retention. Often choruses become so caught up in recruitment campaigns 

that retention efforts fall by the wayside—a big mistake! When a member leaves, not only 

does it reduce the size of the chorus, she may take with her years of musical experience 

and knowledge. Choruses reach their musical potential by retaining present members as 




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a solid core, then steadily and slowly adding new members. A chorus that constantly 

churns members is typically a chorus of unresolved conflict. 

As your membership team considers ways to reach individual members and enrich the 

membership programs of choruses within your region, consider the following ideas: 

• Publish a periodic regional membership newsletter and/or electronic newsletter. 

This is a great way to publicize a membership class at an upcoming regional 

event, welcome a newly chartered chorus, or list the names and contact 

information of the chorus membership chairs within your region. 

• Use the newsletter to highlight a chorus’ successful recruitment drive, pass along 

retention suggestions, present regional membership statistics, suggest a new 

member orientation, pass on membership information from international, or 

share chorus membership chair job descriptions. A membership newsletter gives 

importance to the chorus’ membership chair position, promotes sharing among 

the choruses, and provides general, useful information. 

• Plan a membership luncheon at a regional event. Instead of a structured class, 

consider a luncheon for chorus membership chairs (or their designees). An 

effective method of gaining knowledge is to learn from one another, so allow 

plenty of time for interaction. Assign each table a topic to discuss over lunch, then 

ask each table to present an oral summary of the discussion. 

• Develop a model “rookie” program for new chorus members. It is known that 

most members who leave the organization do so within the first three years. 

Many leave because they feel ignored or unable to grasp the sound of 

barbershop harmony. Granted, some choruses carefully plan for integrating 

and educating new members, while other choruses are less sophisticated in 

understanding newer members’ needs. 

A good deal of information is presented to members within the first several months of 

joining—and there is much to be absorbed! When the member seeks additional 

information, often it is not provided. 

New members benefit from periodically receiving information throughout their first 

year and beyond, as opposed to dumping vast quantities on the member within weeks of 

joining. While it is natural that a new member’s interest would originate at the chorus 

level, information regarding regional and international structure and activities should also 

be introduced. 

Establish a membership awards program. If your region already has an awards 

program, think of new ways to make it more exciting and member inclusive. See if 

your region can use an international membership program or contest as a springboard to 

magnify the effect of your region’s own awards program. 




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Plan a program with your Directors’ Coordinator. One of the primary 

reasons members join and stay in a chorus is because of the director. The director’s 

people skills are often as important as her/his music skills. Make sure the directors in 

your region understand the significant role they play in membership recruitment and 

retention. Ask them to watch the Director’s Role webinar in the Marketing Center. 

Encourage interaction between choruses. Keep the musical rivalry in your 

region friendly! Suggest choruses within the same geographic region get together for an 

evening of song and fun. This can add variety to the weekly rehearsal. Or, encourage 

choruses to plan a trip or community performance together. Do what it takes to promote a 

spirit of camaraderie within the region. 

These are a few ideas for promoting growth and retention within your region. A 

brainstorming session will provide you with many more. 

Membership Options 

Chapter-at-Large Membership 

Chapter-at-Large (CAL) membership provides regional and international affiliation for 

nonmembers or former or current members of Sweet Adelines International who cannot 

or prefer not to affiliate with a local chapter. 

“Going CAL” is useful when a member leaves a chartered chorus to join a prospective 

chorus. By joining CAL, she maintains an unbroken membership in Sweet Adelines 

International. When her prospective chorus charters, she then transfers her membership to 

the new chorus. 

It is important that you keep a supply of CAL membership applications on file. When 

you hear of a chorus split or a chorus that is losing members over some controversy, 

contact the chorus leadership to make certain that their members understand their 

option to go CAL to keep their membership continuous. A member leaving a chorus 

should transfer to CAL (or to another chorus) before resigning her current chorus. She 

may lose her membership in Sweet Adelines if she resigns without first transferring her 

membership. (Members also have the option of a 60-day transition period without losing 

their membership. To take advantage of this option, members complete a “Request for 

Transition Membership Status” form, available from international. For more information, 

see the Policy Book, Section III, Div. C, 6.) 

You should appoint a CAL liaison whose job is to keep track of CAL membership records 

and communicate with regional CAL members, keeping them informed and responding to 

their inquiries so they feel integrated into the region. 

The Education Coordinator is responsible for CAL quartet quality control and education 

for CAL members. Many CAL members actively participate in regional and international 

activities. CAL members often hold positions and offices at the regional or international 

level or perform and compete with quartets. 




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CAL members are eligible to vote for the regional board of directors in the region with 

which they are affiliated. They are also encouraged to vote in the annual election for 

members of the International Board of Directors. All CAL members belong to a CAL 

Chapter. When CAL members’ votes are totaled, the results are counted as one chapter’s 

vote. 

The current per capita fee for CAL members covers a membership card, a subscription to 

The Pitch Pipe, mailings from international, member rates for international convention 

registration and educational events, and sales items including music. 

If a CAL member finds that she desires to join a chorus, she is eligible to transfer her 

membership without paying an additional per capita fee in the same fiscal year. Upon 

transfer, CAL membership automatically terminates. (See Section III, Div. B of the Policy 

Book for detailed CAL information.) 

Other membership options include: 

Associate Membership 

Associate membership was created primarily for members with physical disabilities or 

time constraints who find it difficult to meet rehearsal requirements and the rigors of 

performing and/or competing. Except for being prohibited from competing or performing 

in a Sweet Adelines chorus, an associate member holds all other privileges of active 

membership. 

Dual Membership 

Dual membership allows members to join more than one chorus in the same region, 

or different regions. This allows members the flexibility to continue year-round Sweet 

Adelines activities, even if they move seasonally to different locations. Dual members 

are counted members of all choruses to which they are paying dues for chartering and 

rechartering purposes. Dual members may compete with all choruses of which they are a 

member. 

Youth Membership 

Individuals 25 years of age or younger as of their membership application date or annual 

renewal date can qualify for youth membership. Youth members receive full membership 

privileges, but are required to pay only half of the regular international per capita fee. 

Many chapters also offer their youth members discounted chapter dues. 

Although most chapters welcome young women, some specify in their standing rules a 

minimum age for being eligible for youth membership. 

Member-at-Large Membership 

Member-at-Large (MAL) members are affiliated with, and pay dues to, the international 

organization. MAL members are not affiliated with a chapter or region and are not 

required to pay regional assessments. They may not compete or perform. MAL members 

receive a membership card, a subscription to the The Pitch Pipe, mailings from 




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international headquarters, and member rates for international convention registration, 

educational events and purchases from International Sales. 

Lifetime Membership 

Lifetime membership is an option that allows for the payment of per capita fees in 

one lump sum. The one-time fee is nonrefundable and nontransferable. After payment of 

the fee, the member is never required to pay an additional per capita fee. Lifetime 

memberships are available to all members of Sweet Adelines International. Sometimes a 

chapter or a region will honor a member by presenting her with a lifetime membership as 

a gesture of esteem. 

Complete criteria for all membership options in Sweet Adelines International can be 

found in the Policy Book, Section III, Division C and in the Chapter Guide, Section VI: 

Membership. 

Consolidation 

A consolidation occurs when two or more chapters each discontinue their independent 

existence (dissolve) and a new chapter is formed. The new chapter includes the 

memberships of the consolidating chapters, and assumes their assets and liabilities. 

Chapters wishing to consolidate must notify the membership department of their intent to 

initiate the consolidation procedure. A joint letter, signed by the president and secretary 

of all chapters involved, serves as official notification. This letter must be accompanied 

by a consolidation fee from each chapter to help defray the cost of paperwork required to 

process the consolidation. 

If the consolidation is taking place before regional competition, policy states the new 

chorus must be approved 60 days prior to competition in order to compete. If a regional 

championship chorus decides to consolidate it loses its status as an international 

competitor. 

A counselor may be appointed by the International Board of Directors to assist and advise 

the chapters during the consolidation process. The region should maintain contact with 

the consolidating groups and assist them as needed. 

Consolidating chapters are not considered prospective chapters. They are not required to 

have two administrative and musical visits. 

Once the application for consolidation is complete, the International Board of Directors is 

asked to vote to approve the application. 

For more information on consolidations, see the Policy Book and Chapter Guide. 




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Dissolution 

Dissolution occurs when a chorus either votes to dissolve or loses its charter. There will 

be a time when a chorus in your region dissolves. 

The Membership Coordinator should take this opportunity to comfort the chorus 

members, reminding them that they may continue their affiliation with Sweet Adelines 

International through Chapter-at-Large (CAL), Member-at-Large (MAL) or by joining 

another chorus. 

Members of dissolving chapters may also apply for prospective chapter status. 

(Dissolving choruses that enter prospective chapter status go through the procedure 

beginning with Step Two.) 

The chapter officers of a dissolving chorus and/or the regional leaders must inform 

International staff of the decision to dissolve. The chapter must work with regional 

leaders on dispersing assets and completing the final U.S. tax reports, which will then 

need to be reported to International headquarters. For more information on chapter 

dissolution see the Policy Book and the Chapter Guide. 

Revitalization 

This option is typically used by a chorus that has lost a director, has recently undergone 

a split, or has other reasons to take time out to reflect, plan new goals, and be relieved of 

any pressure to compete. The Policy Book contains information about revitalization. 

Revitalization should not be considered as an easy way out of the challenge of recruiting 

and keeping the minimum number of members necessary to maintain a healthy chorus. 

Members must be willing to develop a plan to rebuild and strengthen their chorus; 

however, most regions have developed a written plan that outlines the purposes and 

responsibilities of both region and chorus during the revitalization process. The regional 

revitalization plan gives direction and serves to determine the chorus’ progress. A 

revitalization template is included in this chapter to assist the region in creating a plan. 

Two internationally funded visits are available for chapters in revitalization. The Regional 

Management Team chooses the visitor based on chorus need. Report/reimbursement 

forms are available from international headquarters. See the section entitled 

Internationally Funded Visits for more information. 

Although the typical time period for a chorus to remain in revitalization is May to May, 

some choruses rebound quickly and ask for permission to leave revitalization within the 

first year. This permission is usually given; regional personnel are responsible for making 

this determination. A second year in revitalization may be granted at the discretion of the 

Regional Management Team. Anything beyond the second year must be approved by the 

International Board of Directors. 

If a chorus is not able to attract the minimum number of members by the end of its 




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revitalization period, it may become a prospective chapter, beginning with Step Two. The 

chorus may also dissolve. 

CAL: Chapter-at-Large, Not “at Loose” 

Chapter-at-Large members are those who are unable or have chosen not to belong to 

an established chapter of Sweet Adelines International, but want to belong to the larger 

organization. A myriad of reasons exist for their decisions; as regional leaders you have 

the responsibility of communicating with these valued members. Furthermore, you have 

the opportunity to draw upon their talents, nurture their friendships, and include them 

among your regional assets. Here are some ideas for reaping those rewards: 

Define a process for CAL communications. The membership Coordinator 

should be checking membership reports in the online Members Only section 

regularly for new members, including CAL. After a CAL application is 

processed her membership record will appear in these membership reports and 

international headquarters then sends her a welcome letter and membership card. 

What happens next? Who sends her a letter of welcome from the region? Who is 

responsible for adding the new CAL member to the regional mailing list? Will 

she receive any mailings in the transition period? Who is her regional contact if 

she has questions? If she plans to sing in a registered quartet, will she be 

auditioned? 

Assign a CAL Coordinator. Once the initial communication procedures have 

been completed, CAL personnel often appreciate periodic contact. Assigning a 

regional CAL Coordinator to keep in touch and to remind them of upcoming 

events is effective. This person need not deal with the procedural things; perhaps 

she calls, emails, or sends a special note before regional events. Maybe she 

contacts them for input before a Regional Management Team meeting. She keeps 

in touch. 

Organize a time and place for CAL members to get together once or 

twice a year. Meeting for lunch at a regional seminar, or arranging for a table 

together at the regional installation event helps CAL members feel included. 

Provide a roster of CAL members to other CAL members in the 

region. Helping people make connections with others is a valuable retention 

tool in any chapter, including Chapter-at-Large. 

Welcome CAL members moving from another region into yours. 

Often we’re more aware of individual members deciding to drop a chapter 

affiliation and “go CAL” than we are of newly arriving CAL members. Take 

note of new arrivals. 

When a chorus dissolves, provide information. Send a letter to each 

individual, including contact numbers for neighboring chapters and information 

about CAL membership. Keep a supply of CAL applications in your files, and 

make them available. Letting them know that you value them and want them to 

continue enjoying the organization is an important courtesy. 




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A Chapter-at-Large member can benefit your region. If the atmosphere is supportive and 

friendly, she will be one of our best ambassadors to the public; she will speak warmly of 

the organization which continues to make her proud. She may be eager to help at a regional 

event, or willing to contribute skills to a regional committee. Maybe she’ll sing in a 

quartet, spreading our harmony to new audiences. If a member joins CAL because she has 

relocated to an area where no chapter exists, she may even feel compelled to form a 

prospective chorus! 

Remember...she has joined CAL because she wants to remain a part of us. Communicate 

with her as a “keeper.” 

Revitalization Program Template 

Instructions: The following is a template for use in developing your region’s revitalization 

program, agreement and time line. 

Purpose 

The purpose of this revitalization program is to provide information and assistance in 

the areas of membership growth and retention, as well as musical and administrative 

team-building to choruses whose membership has dropped below the 15-member 

chapter rechartering requirement. 

Primary Goal 

The primary goal is to assist the chorus as it develops an organized plan to rebuild its 

membership so it can recharter at or above the 15-member requirement. 

Entering Revitalization Program 

The Regional Management Team or the chorus may initiate this revitalization process if it 

is unable to recharter with at least 15 members. A chorus may request revitalization status 

for the next fiscal year by notifying the Membership Coordinator of its intent before May 

1. The Membership Coordinator will send the chorus a copy of the region’s revitalization 

program. After reading the program material and discussing it with the chorus director 

and the chorus membership, the president/team coordinator will confirm with the 

Membership Coordinator the chorus’ intent. 

A chorus that has been granted revitalizing status is not eligible for this status again for 

three years from the end of the revitalization period, as stated in the Sweet Adelines 

International Policy Book. 

International headquarters must be notified of choruses obtaining this status. The 

Membership Coordinator submits an “Approval of Revitalization Status” form to the 

Communications Department in May for each chorus granted entry to the revitalization 

program for that fiscal year. 




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The region works with each chorus on an individual basis to help the chorus determine its 

specific needs, and to help the chorus develop a plan for growth. The region offers 

guidance and assistance so a chorus may achieve its goal of rechartering. However, the 

responsibility for the success (or failure) of the revitalizing program lies with the chorus. 

While the primary duties associated with revitalization choruses are the responsibility of 

the Membership Coordinator and the Education Coordinator, all communication 

regarding choruses in revitalization will be shared among the Regional Management 

Team members so they may coordinate efforts to assist the chorus based on the following 

criteria: 

• Musical experience, expertise and progress shown 

• Administrative experience, expertise and progress shown 

• Commitment to an organized membership growth plan 

• Regular communication skills demonstrated within the chorus and between the 

chorus and Regional Management Team 

Charter and Good Standing: 

The chorus retains its charter and is considered in good standing while in the 

revitalization program. 

Performance Privilege: 

The revitalizing chorus will NOT accept performances until it receives written 

permission from the Education Coordinator. Performing without permission may void 

the revitalization agreement between the region and the chorus, and may jeopardize its 

continuation in the program, and ultimately, its charter. 

Program Duration: 

Revitalization status is for a 12-month period beginning with a new fiscal year. This 

time frame allows a chorus an opportunity to rebuild its membership. A chorus may 

be permitted to leave the revitalization program before the end of the fiscal year if it 

accomplishes the objectives of its specific plan as agreed upon by the chorus and the 

Regional Management Team AND the chorus has 15 or more members in good standing. 

If a chorus leaves the revitalization program before the end of the fiscal year, the 

Membership Coordinator notifies headquarters promptly of this change. 

The Regional Management Team may offer a chorus a second year in revitalization 

“for good cause.” As long as the chorus continues to meet the objectives set forth in the 

plan in a timely manner, the region will continue to offer its support through written and 

verbal guidance, resource materials, and visits by appropriate regional personnel. 

According to the Sweet Adelines International Policy Book, Section III, Div. A, 4, “At 

the end of the revitalization period, should the revitalizing chapter be unable to fulfill the 

rechartering requirements, it may request dissolution or prospective status.” 




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Revitalization Agreement 

The 

Chorus has read the description of the region’s 

revitalization program and policy as set forth by Sweet Adelines International Policy 

Book (Sec. III, Div. A, 4), has discussed the program with its chorus director and 

membership and hereby requests revitalization status, beginning May 1, . The 

chorus understands that the request must be approved by the Regional Management Team 

which will notify the director and president/team coordinator of the chorus’ acceptance 

into the revitalization program. 

The region agrees to: 

• Contact the chorus within 30 days of the time revitalization status is granted to 

introduce regional contact personnel, and to begin work with the chorus 

leadership to develop a specific plan of action for the revitalization period. 

• Cover travel expenses (either with regional funding or internationally funded 

visits) for regional personnel required for these activities: 1) goal-setting/ 

implementation session by the Membership Coordinator or her designee; 2) one 

follow-up visit by the Membership Coordinator or her designee; 3) two visits by 

the Education Coordinator or her staff. 

• Provide space and time at regional weekends for the chorus president/team 

coordinator, membership chair, and chorus director (or others as requested) to 

meet with the Regional Management Team. 

When revitalization status is granted, the chorus agrees to: 

• Work with the Membership Coordinator and Education Coordinator to develop a 

plan specific to the chorus’ needs during this revitalization period. 

• Work with the Membership Coordinator and Education Coordinator to establish 

realistic schedules to complete objectives in a timely manner. 

• Communicate regularly with the Membership Coordinator and Education 

Coordinator, as detailed in the chorus’ plan. 

• Participate in music and administrative events held in the region during the year. 

• Whenever possible, subsidize chorus leaders’ attendance at regional events, and 

their enrollment in special regional programs to ensure their participation. 

• See that activities are delegated so that requirements and deadlines are 

consistently met. 


Chorus President/Team Coordinator 






4/13 

Approval of Revitalization Status 

Chapter Region # 

Location of Chapter: 

I have approved revitalizing status for the above-listed chapter. 

Give a brief explanation of why the chorus needs revitalizing status and list the specific 

type of help you feel the chorus needs to rebuild its chapter. 

Membership Coordinator on behalf of the Regional Management Team 

Date 

Return to: 

Sweet Adelines International 

P.O. Box 470168; Tulsa, OK, USA 74147 

fax 918-665-0894, email: member@sweetadelineintl.org 




4/13 

Revitalization Time Line 

End of Month 1 (30 days after notification of revitalization status): 

1. Chorus president/team coordinator (or her designee) will send the following to the 

Membership Coordinator: 

• A roster which includes the names and addresses of the chapter board of directors/ 

management team with committee chairs identified. 

• A copy of the current chapter standing rules. 

• A copy of the director’s agreement. 

• A copy of the current budget. 

• A copy of the minutes from the most recent chapter board/management team 

meeting. 

• Completed Guest Program form (form enclosed). 

• A copy of a current chapter newsletter. 

2. Chorus director (or her designee) will send the following to the Education Coordinator: 

• A roster which includes the names and addresses of the director(s) and music 

staff. 

• A copy of the director’s agreement. 

• A copy of the minutes of a recent music staff meeting. 

• Completed Rehearsal Outline (form enclosed). 

3 . Membership Coordinator and chorus president/team coordinator will: 

• Confer by telephone to set the date for the goal-setting/implementation sessions 

and/or membership growth training session. (At least 85 percent of the chorus 

members, including the chorus director, must be present at this session.) 

• Establish a monthly touch-base telephone schedule. 

4. The chorus director and at least one assistant director will enroll in the Director 

Certification Program (DCP), if they are not already enrolled. The chorus will make every 

attempt to defray the cost, if possible. 

5. The Education Coordinator and chorus director will: 

• Set a time for the Education Coordinator (or her designee) to evaluate the chorus 

for public performance, if necessary, as determined by the Education Coordinator. 

• Establish a monthly touch-base telephone schedule. 

6. Other, as specified in YOUR chorus’ plan. 

End of Month 2 

1. Chorus and Membership Coordinator (or her designee) to complete goal-setting/ 

implementation session. 

2. Chorus will have a written program for membership growth including specific dates of 

implementation and duties assigned to music/administrative leaders. 




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3. Chorus president/team coordinator or membership chair will send the written program 

for membership growth to the Membership Coordinator and discuss any questions or 

requests during their monthly call. 

4. Chorus president/team coordinator and Membership Coordinator will set the date for 

further administrative training or follow-up visit. 

5. Chorus director will send the written program for membership growth to the 

Education Coordinator and discuss any questions or requests during their monthly call. 

6. Chorus director and Education Coordinator will set the date for the first visit by the 

Education Coordinator (or her designee). The objective of this visit will be established 

according to each chorus’ specific needs. 

7. Other, as specified in YOUR chorus’ plan. 

End of Month 6: 

1. The membership program or administrative training session will be completed. 

2. The first visit by the Education Coordinator or a member of her staff will be completed. 

3. The second visit by the Education Coordinator or her staff will be scheduled. 

End of Month 9: 

1. A document will be submitted to the Education Coordinator and Membership 

Coordinator which includes the following: 

• Specific plans which address membership retention 

• A long-range plan for continued new member growth 

• Specific plans for training and development of assistant directors and music staff 

At Regular Intervals Throughout the Rest of the Revitalization Program: 

1. The chorus president/team coordinator will continue to communicate with the 

Membership Coordinator on a regular monthly basis. 

2. The chorus president/team coordinator (or her designee) will send the chapter board/ 

management team meeting minutes to the Membership Coordinator. 

3 . The chorus director will continue to communicate with the Education Coordinator (or 

her staff member assigned to YOUR chorus) on a regular monthly basis. 

4. The chorus director (or her designee) will send music staff meeting minutes to the 

Education Coordinator. 




4/13 

Revitalization Program Rehearsal Outline Form 

(To be completed by chorus director) 

Chorus Name: 

Director’s Name: 

Phone: 

Date: 

This survey will provide a profile of your chorus’ music product for the Education 

Coordinator. Clearly printed or typed responses are appreciated. 

1. During chorus rehearsal, what percentage of time do members spend sitting? % 

standing? (flat floor) % standing? (risers) % 

2. Outline a typical chorus rehearsal, including physical/vocal warm-ups, section 

rehearsals, teaching of new music, rehearsing repertoire, breaks, business meeting, etc. 

TIME DESCRIPTION OF ACTIVITY PERSON RESPONSIBLE* 

*Please indicate person by title: e.g., Director/Assistant, Section Leader, Choreographer,/ 

President/ Team Coordinator, etc. 




4/13 

3. Teaching a Song: 

How many songs do you have in your active repertoire? 

How many new songs do you typically teach per year? 

List the ways that you might teach a song (for example, rote, piano, teaching quartet, 

learning track, etc.). 

4. Section Rehearsals: How often do you have section rehearsals? 

What do your sections generally work on in section rehearsals (for example, notes and 

words, unit sound, synchronization, vocal production, etc.)? 

Do section leaders know in advance when a section rehearsal will be held? 

Do section leaders know in advance what they will work on during section rehearsals? 

5. Comments/Questions: 




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Revitalization Program Guest Program Form 

(To be completed by chorus president/team coordinator or membership chair) 

Chorus Name: 

Membership Chair Name: 

Date: 

Phone: 

This survey will provide a profile of your guest program for the Membership Coordinator. 

If necessary, use a separate page to complete your answers. Clearly printed or typed 

responses are appreciated. 

1. Who is responsible for greeting guests when they arrive at your rehearsal? 

2. Describe how guests are greeted (for example: Are they met at the door? Do they sign 

a guest book? Do they receive a name tag, guest music, or any other material?). 

3. Are guests encouraged to sing on their first visit? Yes No 

4. Do you provide your guests with their own music for the evening? Yes No 

5. Describe how you make sure guests know what part to sing. 

6. Describe the kind of follow-up used after a guest visits one time (for example: Do you 

call them within 24 hours? Do you send a note the next day? Are they assigned a riser 

buddy?, etc.). 




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7. Describe how prospective members receive information about chapter procedures, 

such as auditioning for membership, paying dues, and preparing for performance. 

8. How many guests have visited your chapter in the past six months? Of 

this number, how many have joined your chorus? 

9. Have guests given reasons if they’ve decided not to join your chorus? 

Yes No 

If yes, what were some of their reasons? 

10. Comments/Questions: 




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Planning a Council of Presidents/Leadership Forum 

Perhaps the most visible aspect of the Membership Coordinator’s position is her work 

with chapter presidents/team coordinators. Because all choruses have similar needs, 

concerns, problems, and activities, providing a scheduled time for chapter administrative 

leaders to come together for education and shared discussion is an important part of 

leadership training. 

To best meet the needs of the chapter presidents/team coordinators, the Membership 

Coordinator should solicit input from them early in the year, and invite suggestions each 

time the group meets. A survey focusing on possible topics of discussion/education can 

provide valuable input as you plan meetings for this group. 

Regional membership weekends are the ideal setting for chapter administrator gatherings. 

However, special leadership retreats can be planned at any time of the year. Either way, a 

time for chapter presidents/team coordinators to share ideas and concerns, meet members 

of the Regional Management Team, and socialize with each other provides a valuable 

networking opportunity for chapter leaders. 

Procedures for setting up a meeting 

• Survey chapter presidents/team coordinators on needs. 

• Prepare agenda or plan for the forum. 

• Communicate plans for the meeting to presidents/team coordinators, Education 

Coordinator and Events Coordinator. 

• Determine who from the Regional Management Team should meet with the 

chapter leaders at the forum. 

• Work with Education Coordinator to: 

Schedule international faculty to teach, if appropriate. 

Determine optimum time for the event. 

Determine whether a chapter leader workshop should be scheduled every year, 

or on a rotating basis. 

• Follow up each meeting with: 

Thanks to personnel involved. 

Thanks to presidents/team coordinators for attending. 

Send copies of information to those not in attendance. 

How to Solicit Information from Chapters 

You may find that soliciting information from chapters is a challenging task. Chorus 

presidents/ team coordinators lead busy lives and may be reluctant to take time to contact 

you about the chorus’ needs. Following are several suggestions for gathering information: 

• Conduct a Council of Presidents/Leadership Forum meeting. Ask an assistant to 

record the meeting, describing chorus successes, challenges, and concerns. 




4/13 

• Orchestrate an informal meeting, perhaps over a meal, where presidents/team 

coordinators can network. By listening to their conversations, you can learn their 

concerns. Prepare some open-ended questions relating to chorus concerns in the 

event that conversation stalls. 

• Survey chapter presidents/team coordinators via email. 

• Through your regional newsletter, encourage chapter presidents/team coordinators 

to contact the Regional Management Team to voice their opinions on impending 

decisions. 

• Publish an agenda for each Regional Management Team meeting well in advance 

of the meeting. Distribute the agenda to all presidents/team coordinators (via email 

or newsletter), asking for their input. 

• Remind presidents/team coordinators and chorus membership chairs that you are 

their representative on the Regional Management Team. 

• Encourage each president/team coordinator to provide an email address for the 

chorus so you both have a fast and inexpensive way to communicate. 

• Use evaluation forms from past regional events to discover chorus needs. 

• Ask chapter presidents/team coordinators to include you on their chapter 

newsletter mailing list. Much can be learned from reading a chapter newsletter. 

• Contact chapter presidents/team coordinators in person or by phone or email. 


Chapter 9: Team Coordinator 


4/13 

Team 



• Facilitates the meetings of the Regional Management Team. 

• Coordinates the agenda for Regional Management Team meetings with input from 


• Reviews and approves all chapter standing rules. 

• Reviews regional standing rules and job descriptions, and makes 

recommendations for necessary revisions. 

• Maintains the region’s long-range plan document. 

• Maintains the regional calendar. 

• Develops a support staff to assist in the implementation of her responsibilities 

such as chapter standing rules review and regional calendar. 






Running a Meeting 

The Meeting Agenda 

You are the new Team Coordinator and it’s time for your first meeting. Your team 

members are counting on you to keep the meeting productive and on track. There are 

many reasons for the success of a meeting and some of them are easier to control than 

others. A large factor over which you have control is the agenda. Following is some 

information pertaining to agendas which you might find helpful. 

When is an agenda necessary? Every meeting should have a clear purpose in 

writing so that all members of the group can be prepared. Members should have the 

agenda in advance of the meeting in a timeframe that is realistic. For a quarterly team 

meeting, a two-week to 10-day advance is acceptable. 

How are agenda items obtained? During a regional team meeting (or committee 

meeting), it is a good idea to make notes of items that should be included in the next 

meeting’s agenda. A list of action items and assignments should be sent out to all 

Regional Management Team members within a week or two of the meeting. Refer to this 

list when preparing your agenda. Also, you might want to email this list again prior to the 

next meeting as a reminder. During weeks between team meetings, stay alert to items 

that should be included on the next agenda. Contact individuals to gather information. 

Team Coordinator • 9-1



4/13 

Discuss with committee chairs their activities and needs. Let everyone know that agenda 

items and reports are due no later than two weeks before the meeting and stick with it as 

much as possible. Keep in mind that situations will arise that call for flexibility or lastminute 

action. Providing a preliminary agenda to team members helps catch overlooked 

agenda items. 

What should the agenda include? The agenda should have a clear heading that 

includes the name of the group (team or committee), and the date, time and location of 

the meeting. Agenda items should be numbered to help participants prepare for what is 

expected of them. Indicate whether each item is for discussion, information, or requires 

a decision. Suggested time parameters can be included to keep the meeting flowing. To 

achieve this, you should think carefully about each agenda item. A good leader senses 

when an issue will be controversial and allows ample time for a healthy discussion 

prior to a decision. During a typical meeting, occasional reminders about time may be 

helpful, but each individual report or issue usually does not need its own time limit. 

When a committee has no report, time does not need to be allocated for it. It is helpful 

to note at the end of the agenda those committees with no report at this meeting. 

Who should receive the agenda? All members of the decision-making group need a 

copy of the agenda; also share the agenda with anyone who may be affected by the team’s 

decisions. Confidential issues may arise during a meeting, and while team discussions are 

always confidential, the broad topic can be listed on the agenda. Always save a copy of the 

agenda for the files. 

What is the official order for items of business at a team meeting? Some 

guidelines are suggested by Robert’s Rules of Order, Newly Revised and by the National 

Association of Parliamentarians, although there is flexibility in designing the order of 

business. The meeting should be called to order and a review of the previous meeting’s 

minutes should begin the meeting. The next item should be “light” because an easy 

discussion and decision early in the agenda gives the team a positive outlook on 

subsequent orders of business. By the same token, end the meeting with something light 

so everyone leaves the room with an upbeat feeling. Issues that require difficult 

discussions and decisions should be tackled early in the meeting when everyone is fresh. 

Saving a difficult topic for the end of the meeting may make it even more difficult for 

the group to agree on the decision and may impact their ability to focus while awaiting 

the discussion. Be aware of the need for physical movement and schedule stretch breaks. 

Schedule a high-interest topic after a break to keep participants alert, interested, and 

involved in the meeting. Realize that each meeting should be treated as a gathering that 

requires a unique order of business. Vary the order of the agenda, from meeting to 

meeting, so items receive the attention and energy they deserve. Don’t allow meetings to 

become routine and predictable. Treat each meeting like a performance and be aware of 

the ebb and flow of the delivery. As Team Coordinator, remember that not all team 

members work in the same way. Some need to read, some need to hear, and some need 

to experience an issue. 

What if a team member is not present for her report? Should a member have an 

unavoidable conflict, make an effort to tie her in by video, telephone, email, etc. Written 

reports are essential whether or not the member is present. An oral review of a written 




4/13 

report is much easier to understand than a detailed recommendation with nothing in 

writing. A good written report stands on its own. Distribute reports in advance to brief 

participants and allow them to prepare questions to discuss at the meeting. A report 

containing an informational update is always appreciated by the group members. A 

report with a recommendation should have its justification clearly outlined for decisionmakers. 

The facilitator can present reports for which advocates are not present. 

Facilitating the Meeting 

To ensure that a meeting’s purpose is clear, be specific about what the group will achieve, 

not what it will do. 

Facilitation Skills for Regional Leaders 

Establishing a collaborative, cooperative environment, with open communication, is 

important as the team’s meeting facilitator. Facilitation is about process (how you do 

something) rather than content (what you do). A facilitator is a catalyst. You, as facilitator, 

are in control of a group only to the degree that you help it work together. The group 

actually does the work; you, as facilitator, help participants stay focused so they can do the 

work. Your goal as facilitator is to help the group realize its fullest potential. This is true 

regardless of whether the meeting is to solve a problem, set goals, or resolve conflicts. 

The principle of group facilitation is that cooperation among all people is both possible 

and desirable. Shared decision-making, equal opportunity, power sharing, and personal 

responsibility are basic components of full cooperation. The skills of group facilitation 

are based on ensuring that participants can, if they wish, participate fully in all decisions 

that affect them. 

As a facilitator, you help members work together successfully by your attitude and your 

approach. Your presence should generate enthusiasm, participation and cooperation. You 

must create an atmosphere conducive to creative thinking, problem solving, and a feeling 

of mutual assistance. In this atmosphere, the group can develop solutions and ideas. 

To create the desired atmosphere, you must establish a bond among team members 

by creating a shared goal. Look for common ground to build unity. Be supportive, 

responsive, and encouraging toward all group members. Maintain a positive 

attitude and comfortable environment throughout. If you project the kind of 

attitude that you want the group members to have, they are more likely to follow 

suit. Show an interest in what you are doing and in the people you are working 

with. Treat all team members with respect. Communicate consistently, clearly, and 

in a timely manner. 

Here are some guidelines for ensuring that the group members can focus throughout the 

meeting: 

• Understand the process you are being asked to facilitate (for example, problem 

solving, goal setting, or conflict resolution). Each process requires its own form of 

preparation. 

• Know your team. Find out all you can about members of the group, their levels of 

skill, personalities, known problems, etc. 




4/13 

• Prepare thoroughly and carefully before the meeting; practice your approach until 

you are comfortable, including your words, your posture, body language, and eye 

contact. 

• Prepare visual aids in advance of the meeting. Make them as attractive and neat as 

possible. Leave blank pages in flip charts to create new charts during the meeting. 

• Understand the kinds of behavior that are productive and non-productive in group 

processes; practice dealing with these different types of behavior. 

• Establish the ground rules and the agenda for the session ahead of time. Consider 

making these into charts that can be posted at the meeting. Review the ground 

rules and the agenda with the group at the outset of the meeting. Make sure 

everyone understands and accepts them. 

• Be honest, straightforward, and positive in your attitude, words and body 

language. 

• Confront concerns in a positive way. 

• Stimulate participation by everyone to develop a sense of trust and understanding 

within the group. If you know the group members, if you have prepared carefully, 

and if your own communication with the group is honest, straightforward and 

positive, this will happen almost automatically. 

Basic Tips for Successful Facilitation 

The following suggestions may help you feel more at ease and thereby increase the 

comfort level of everyone present: 

• Be comfortable with the facilitation process and any specific material that you 

intend to share with the group. 

• Outline what you want to do with the group. Then practice the process until it 

becomes relatively automatic and you can move easily from one part to the next 

(without referring to your notes). 

• Be as natural as you can in front of the group. 

• Use a presentation/facilitation style that is comfortable for you. 

• Include the use of visual aids whenever possible to enable the group members to 

focus on important points. Note cards can be helpful in jogging your memory and 

giving you something to do with your hands. They also allow you to jot down your 

ideas and then sequence them in any way you choose without a lot of rewriting. 

You can also use slides and charts to keep yourself on track. 

• Some people make pencil notations on their flip charts to remind them of specific 

points. 

• Wear comfortable, business-like clothing that makes you look good and feel good. 

A neat, professional appearance can engender confidence and can give you a 

mental lift. 

• Before you begin, check the audio/visual equipment, if applicable. Make sure 

that everything is working properly (overhead projector, microphone, flip charts, 

markers, etc.). 

• Ensure that everyone can hear you. 

• Briefly discuss housekeeping details (location of restrooms, refreshments, etc.). 

• Identify any expectations regarding interaction within the group. 

• Ensure that everyone understands the agenda for the meeting. 




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• Maintain eye contact with the group members. Remember the importance of body 

language and facial expressions. 

• Use gestures and movement to express yourself. Holding note cards can disguise 

jittery hands. 

• Give examples to clarify. 

• Do the best you can. 

• Enjoy yourself! People rarely succeed at anything unless they enjoy doing it. 

• In short, develop your own style. Do not try to be someone else. Think about your 

style and design your presentation for it. Be yourself. 

Body Language and Eye Contact 

Your body language, facial expressions and intonation make a greater impression than 

your words. A group may remember only about seven percent of what you actually say; 

but they will remember what you looked like, how you presented yourself, and how you 

related to them. 

At some point in the meeting, make eye contact with each person in the group. This is 

not always easy to do. While it is natural to make eye contact with those who respond 

warmly to you, include all the members of the group. Get nourishment from those 

who respond warmly, but make sure you make eye contact with each person in the 

group at some point. You can minimize eye contact with people who are negative or 

uncooperative. 

Positive Involvement by Everyone 

It is sometimes easy to get swept up in the energy and enthusiasm of a group and to 

overlook reluctant or negative participants. As the meeting evolves, encourage silent 

participants to share their ideas. Brainstorming sessions can be helpful in this regard. 

Do not be intimidated by silent or negative participants. Do not assume a person is 

negative just because she is silent. Sometimes your awareness is enough to bring out 

the reluctant participant. Do not let silence turn you off. 

It can be helpful to approach a silent participant during a break and to ask her what she 

thinks about something that has come up in the meeting. Very often she will have ideas 

but is simply reluctant to speak before the group. 

Do not let participants know when they have intimidated you. Smile at them occasionally; 

keep your cool. Do not ignore or seem to overlook them consistently. 

Recognize members who are set in their ways but do not let them dampen the spirits of 

the group or the direction of the session. For example, you might say: “I’m so glad you 

reminded us of that. It’s important to remember that we’ve always done it that way. And 

up until recent times, it’s worked just great.” 

Conveying Confidence 

It is important to convey confidence at all times. If you do err, be the first to acknowledge 

it and apologize, but then move on. Repeatedly saying you are sorry, nervous or 

unprepared—making excuses—makes team members uncomfortable and worried and 

undermines their confidence in you and, in their ability to succeed. 




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Hitting the Mountain 

If you are getting nowhere in a facilitation session, you may have “hit the mountain.” 

That is, you may have tapped that sensitive or critical issue standing in the way of further 

progress. This usually shows up when a group is trying to reach consensus on goals, 

objectives, solutions, or tasks. An excellent clue that this has happened is that the group 

cannot move forward. As the group continues its discussion, team members keep coming 

back to the same issue. If this is a major issue, the group will not be able to get through it 

or past it. 

There are several ways to handle this situation. First, point out to the group that the issue 

keeps coming up and, because it does, it must be important. Be frank about your view of 

what still needs to be done, about whether there is time to continue working on the issue. 

Be positive about it, not defeatist. 

If you believe the issue must be set aside, you may need to be firm about doing so and 

continue with other aspects of the meeting. As facilitator, you must also realize that the 

group may not be able to continue unless and until the group addresses the critical issue. 

If the group wants to pursue the issue and there is time for it, you may want to proceed in 

another way. Perhaps you can take a break and reconvene to work on it again. Another 

option is to form into small groups to work on it, assign a time limit then reconvene to 

discuss the small groups’ outcomes. Perhaps you can set a time limit for the large group 

and work on it only for that time period. 

If you are out of time, the group is exhausted, or further progress appears unlikely, set the 

issue aside for further work at a later time. If it is impractical or ill-advised for the entire 

group to work on the issue, assign the topic to specific individuals and set a time frame 

for completion. Confer openly (in the presence of the group). Confirm all pertinent 

aspects with the group’s leadership. Get consensus from the group. 

Let the group know you are interested in what happens. Offer to stay involved in the 

process if they feel your help is warranted. Let them know you are committed to seeing 

this through and that it can be resolved. 

Dealing with Different Types of Behavior 

In a group process, each member is an individual but each is at the meeting for the benefit 

of the group. As facilitator, you are dealing with the group as a single entity. You need to 

minimize individual differences and keep your sights set on the group. The group and the 

benefit of the group are the focus, not the individuals who make up the group. You must 

be aware of individual differences and individual types of behavior but stay attuned to the 

group as a whole. 

An important objective of any group process is to encourage productive behavior within 

the group and to discourage or deflect nonproductive behavior. Productive behavior 

supports the work of the group. Nonproductive behavior gets in the way of the group 

process. 




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You want all input expressed in a way that keeps members from going home and 

expressing themselves “over the back fence” (calling one another to gossip about things 

said during the meeting). This means you will need to redirect nonproductive energy so 

that each person feels as though she was adequately heard and understood. In order to do 

this, you need to be able to distinguish productive from nonproductive behavior. 

Types of Productive Behavior 

Productive behavior contributes to the work of the group. Following are types of 

productive behavior you may encounter and should encourage. 

Initiating activity: proposing solutions; suggesting tasks and goals or defining the 

problem; suggesting new procedures or new organization of material. 

Seeking information: asking for clarification of suggestions; requesting additional 

information or facts; seeking suggestions and ideas. 

Seeking opinion: looking for an expression of feeling about something from the 

members; seeking clarification of values, suggestions, or ideas. 

Giving information: offering facts or generalizations; relating one’s own 

experience to the group problem to illustrate points. 

Giving opinions: stating a belief concerning a suggestion or one of several 

suggestions, particularly concerning its value rather than its factual basis; stating a 

belief about the group or the process. 

Elaborating: clarifying; giving examples or developing meanings; trying 

to envision how a proposal might work if adopted; stating alternatives. 

Coordinating: showing relationships among various ideas or suggestions; trying 

to pull ideas and suggestions together; trying to draw together activities or various 

subgroups or members. 

Summarizing: pulling together related ideas or suggestions; restating 

suggestions after the group has discussed them. Though a productive behavior 

generally, summarizing can become tedious if it is done too much. A response to 

the summarizer such as “I thought Carol said that very well” can often control 

over-summarization. 

Encouraging: being friendly, warm, and responsive to others; praising others 

and their ideas; agreeing with and accepting contributions of others. 

Gate keeping: trying to make it possible for another member to make a 

contribution to the group by saying, “We haven’t heard anything from Sally yet.” 

Suggesting limited talking time for everyone so that all will have a chance to be 

heard; suggesting other procedures that permit the sharing of remarks. 




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Standard setting and testing: expressing standards for the group to use in 

choosing its content or procedures or in evaluating its decisions; reminding the 

group to avoid decisions that conflict with group standards; testing whether the 

group is satisfied with its procedures. 

Following: going along with decisions of the group; thoughtfully accepting 

the ideas of others; serving as an audience during group discussion. 

Expressing group feeling: summarizing what the group feeling is sensed to be; 

describing reactions of the group to ideas or solutions. 

Evaluating: submitting group decisions or accomplishments to comparison 

with group standards; measuring accomplishments against goals. 

Diagnosing: determining sources of difficulties, appropriate steps to take next; 

analyzing the main blocks to progress. 

Testing for consensus: tentatively asking for group opinions in order to find out 

whether the group is nearing consensus on a decision; sending up trial balloons to 

test group opinions. 

Mediating and compromising: harmonizing, conciliating differences in points 

of view; making compromise solutions; admitting errors. 

Relieving tension: draining off negative feeling by jesting or pouring oil on 

troubled waters; putting a tense situation in a wider context; clarifying seeming 

differences in viewpoint. 

Types of Non-Productive Behavior 

Non-productive behavior leads to disorganization within the group. It interferes with or 

prevents the group from fulfilling its task and effectively using its human resources. Those 

involved in non-productive behavior often do not understand or are choosing to ignore the 

welfare of the group; their focus is often on their own personal needs and desires rather 

than focusing on the good of the group. The following are types of non-productive 

behavior that you may encounter and should discourage. 

Being aggressive: dominating or manipulating individuals or the whole group; 

working for status by criticizing or blaming others; disapproving the ideas or 

values of others; showing hostility against the group or the task; deflating the ego 

or status of others. Usually the group process takes care of aggressive behavior 

when it comes up. There are usually enough gatekeepers in the group to stop it 

and redirect its energy. It also helps to think about what the aggressive person is 

really trying to say when she says something hostile. 

Blocking: interfering with the progress of the group by going off on a tangent; 

citing personal experiences unrelated to the problem; arguing too much on a point. 




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Rejecting ideas without consideration; stubbornly resisting or disagreeing with 

the group. For those who like to interrupt with off-the-subject ideas, acknowledge 

them but redirect their concern to a later time, for example, “We’ll be dealing with 

that later. Save that thought and we’ll get back to you in just a few minutes.” 

Self-confessing: using the group as a sounding board; expressing personal, 

non-group-oriented feelings or points of view. 

Competing: vying with others to produce the best idea, talk the most, play 

the most roles, gain favor with the leader. 

Seeking sympathy: trying to induce other group members to be sympathetic 

to one’s problems or misfortunes; deploring one’s own situation; disparaging 

one’s own ideas to gain support. 

Special pleading: introducing or supporting suggestions related to one’s own pet 

concerns or philosophies; lobbying. 

Horsing around: clowning, joking, mimicking or disrupting the work of the 

group. Sometimes the most creative people in a group spend lots of time horsing 

around. The comfort level of the group can encourage this kind of behavior, but it 

can still get in the way of progress by distracting the group from its task. 

Seeking recognition: attempting to call attention to one’s self by loud or 

excessive talking, extreme ideas, or unusual behavior. 

Withdrawal: acting indifferent or passive by refusing to or ceasing to participate; 

resorting to excessive formality; daydreaming, doodling, whispering to others; 

wandering from the subject. In an energetic group with a climate of 

comfortableness, withdrawal behavior is usually overcome. 

Playing the devil’s advocate: expressing dissatisfaction with solutions; 

continually offering “yes but” responses to ideas; pointing out flaws in ideas and 

arguments; challenging ideas and solutions. To redirect this energy, refocus on the 

group; for example, “I’m glad you brought that up. Do others of you feel the 

same? How can we use that?” 

Constant contributing: contributing comments to everything; “thinking with 

their mouths open;” tending to speak before they think. Calling on such a person 

encourages the behavior by reinforcing the need to be prominent in the group. But 

you can acknowledge the person without calling on her; for example, “Helen, I 

know you’ve probably got another good idea, but we’ve got to move on right now. 

We’ll get back to that subject shortly,” or “Helen, let’s give someone else a chance. 

Your ideas are so good but we haven’t heard from Mary yet.” 




4/13 

Some Tips for Redirecting Non-Productive Behavior 

To overcome the non-productive behavior and redirect the group in a more positive 

manner, consider the following suggestions: 

Confront the words without attacking the person. Making one person in the 

group uncomfortable with your response or with how you handle a situation 

makes the whole group uncomfortable, even though you may have taken the 

brunt of aggression or hostility. Everyone gets edgy. Creativity slows down or 

stops. 

Know what pushes your own buttons. Imagine what you would say if your 

buttons got pushed and how you could handle it positively. 

Train yourself to be silent until your brain is engaged. Silence does not 

intimidate as much as saying something inappropriate does. Silence is often the 

best response but it must be a positive silence with an open, relaxed, pleasant 

demeanor and stance. It is acceptable to let people know you need a moment to 

think about something, and this encourages that behavior in others. 

Practice standing in a relaxed, centered way with a relatively blank expression 

that conveys pleasantness and comfort. Be careful about smiling when responding 

with silence. Your smile demands a smile in return and can in itself seem 

aggressive. 

Tips for Regaining Control in a Group 

Sometimes a group “goes crazy” and you (temporarily) lose control. A group out of 

control is not always the result of non-productive behavior; sometimes it is the result of 

very high, positive energy sweeping through the group as creativity reaches a peak. A 

group is truly out of control when chaos reigns. No one is being heard and no one hears 

what is going on. The process comes to a standstill. Here are some tips for regaining 

control so that the process can continue: 

• If ground rules are being ignored, say: “Let’s stop for a minute. I want to remind 

you of one of the ground rules.” Restate the ground rule that is needed to regain 

control. This is when having the rules posted on a chart is especially valuable. 

• When the group keeps talking all at once, stand up or raise your hand high and say: 

“Hold it! Just one person at a time, please. Jane, you have the floor.” 

• When the conversation veers down a road on which there is no pay dirt (for 

example, “What I don’t like about advertising is that”), stop and say: “That’s the 

subject of another session. Now, back to this one.” Then restate the question on 

the floor. 

• When the members are especially non-talkative or are offering only polite replies, 

respond lightly (without whining) with a statement such as: 

◦ “Am I doing something wrong? You don’t seem to be enjoying this 

discussion. What is the problem?” 

◦ “You don’t have to be polite. My job isn’t on the line. Please help me 

figure out how to move us ahead on this subject.” 




4/13 

◦ “I want you to find five positive or five negative things about what we’re 

discussing.” Put them on a chart/board and have respondents discuss their 

responses. 

• When nothing else has worked, stop and reorganize the room: “We’re going to 

take a five minute break. Feel free to use the restroom or have some refreshments. 

When you come back, please take a different seat.” 

• Check internally to see if you are being an obstacle for communication. Your own 

behavior must remain productive throughout. 

• If you have tried all these options and nothing works, follow your hunch. Do 

whatever you think will work. You have nothing to lose at this point. Trust 

yourself to do the right thing. 

Achieving Consensus in Problem Solving 

One of the most challenging parts of being a facilitator will be finding a way to help 

groups (your Regional Management Team, choruses, quartets, etc.) solve their problems. 

If the problem is very serious or sticky, you may be advised to speak with the 

International President or a member of the Regional Leadership Committee. 

When you are called on to facilitate a problem-solving session with a chorus, you may 

find that you need to relate to that chorus as a mediator, a negotiator, a facilitator, or all 

three. Regardless of the role you play, bear in mind that in general, your attitude toward 

problems will be their attitude. Your positive attitude can convince them that their 

difficulty has been faced and solved by other chapters and that chapters grow by working 

together to find solutions. Do not make them feel guilty for being in such a predicament; 

they would probably listen to your advice but would make a note never to ask for your 

help again. 

Help the chorus create a specific plan of action. Follow up with correspondence, offering 

words of encouragement. If you have to call their attention to an error, make sure you do 

it in such a manner that they know you have confidence in their ability to correct it. 

Never discuss a chorus problem with other Sweet Adelines. Caution the Regional 

Management Team members to follow suit. No chorus will share its troubles with you if 

you broadcast them. Honor their confidence in you and share only their good points. 

Six Steps in Achieving Consensus 

This is a basic method that can be used in almost any problem-solving situation. It is a 

“win-win” method because it discourages the “win-lose” attitude of some problemsolving 

approaches. It attempts to establish an environment in which all participants gain. 

Closure and compromise play important roles in this method. 

Identify and define the problem. This is the most important step in problemsolving. 

Be sure to include all sides of the problem or issue. Do not be in a hurry to 

get to the solution. Be sure that all attitudes and feelings of those involved have been 

expressed. If necessary, redefine the problem as you go along. 




4/13 

Be sure all members of the group, or those involved in the conflict, accept the 

definition of the problem. Define the problem in terms of the needs of each individual. 

You will be looking for solutions that meet the needs of all those involved. Everybody 

must feel that they have won or gained in some way. 

Generate alternative solutions. This is the creative part of problem-solving. 

It is frequently hard to come up with a good solution right away. Initial solutions 

are seldom adequate but they may stimulate better ones. 

Each person involved is to brainstorm possible solutions, no matter how wild they 

seem. No evaluation of these solutions is to take place at this point. If things bog 

down, restate the problem. Sometimes this starts the wheels turning again. 

It will become apparent when to move to the next step, usually after you have come 

up with a number of reasonably feasible solutions or when one solution appears to be 

far superior to the others. 

Evaluate the alternative solutions. This stage of problem-solving requires 

special care. Complete honesty is essential. All involved will need to think critically: 

Are there any flaws in any of the solutions? Are there any reasons why a solution 

will not work? Will it be too hard to implement the solution? Is it a fair solution for 

all? 

Be sure to listen to others’ thoughts and feelings. If you fail to test solutions at this 

stage, you will increase the chance of ending up with a poor solution or one that will 

not be carried out earnestly. 

Decide on the solution acceptable to all. A mutual commitment to one 

solution (consensus) is essential. Usually when all the facts are exposed, one 

solution clearly emerges as superior to all the rest. Do not make the mistake of 

trying to persuade or push a particular solution on someone else. If the solution is 

not freely chosen and acceptable to all, chances are that it will not be carried out. 

When it appears you are close to a decision, state the solution to make certain that all 

understand what is about to be decided. 

Implement the solution. Determine who does what by when. It is necessary to 

talk about implementation just as soon as the decision is made. Keep the 

discussion positive. Each member must assume responsibility for her own behavior 

in implementation. 

Evaluate the effectiveness of the solution. Sometimes you will discover 

weaknesses in the solution. In these cases, you should return to the problem for more 

problem-solving. All solutions should be open for revision but one individual should 

not be allowed to change the solution without consulting the group. Modifications 

have to be mutually agreed upon, as was the initial decision. 




4/13 

Ground Rules for Problem Solving 

It is always wise to establish ground rules for the session, to post them and to go through 

them with the group before you begin the problem-solving process. Ground rules help set 

the tone for the meeting. They should clearly establish the acceptable standards for 

criticism and confrontation. Some typical ground rules are listed below. You may modify 

these to meet your needs. 

• Direct everything to the facilitator. In volatile or potentially hostile environments, 

this keeps participants from attacking one another. 

• Do not speak for others. Speak only for yourself. This discourages participants 

from assuming they understand what another group member believes, thinks, or 

feels. It also helps participants to “own” what they say. 

• Exhibit unconditional, positive regard for everyone in the room. There are no bad 

ideas; everyone’s ideas are important. This reduces power and influence to a level 

of equality among participants; it encourages creative participation. 

• Make every comment an “I” message. For example, “I feel good about” or “I feel 

frustrated when” or “I don’t enjoy.” This ensures that participants “own” what 

they say and gets at the feelings behind the ideas and concepts. 

• Stay on the topic. This keeps participants from diverting to less volatile, less 

important or safer subjects during the session. 

Maslow’s Hierarchy of Needs 

It is sometimes helpful to examine a group’s problems from the standpoint of their level 

of need fulfillment. Maslow’s Hierarchy of Needs can be instrumental in helping you 

understand not only at what level a group is stuck but what must be done to allow the 

group to move to a higher level. According to Maslow, we must find fulfillment at each 

level of need so that we can progress to the next level. Most choruses experiencing 

serious problems are caught at one of the three or four most basic levels of need (items 1 

through 4 below). 

1. Basic needs: food, water, sleep, health, physical well being. In a chorus 

environment, these might translate to very basic environmental needs such as a 

rehearsal hall, regularly scheduled rehearsals, etc. 

2. Safety needs: rules, routine, safety, security, stability, neatness and order. In a 

chorus environment, these might translate to standing rules (or unspoken rules), 

consistency in musical and administrative direction, etc. 

3. Love and belonging needs: a place in a group, group membership, affection, 

acceptance, participation, sharing. In a chorus environment, these might translate to 

unity and acceptance. 

4. Esteem and ego needs: recognition as a worthwhile human being, leadership, 

achievement, confidence, competence, success, strength, intelligence, usefulness. In 

a chorus environment, these might translate to placing well in competition, 

involvement in regional activities, etc. 

5. Self actualization: to reach one’s potential, to become the person one can be, 

doing things for the challenge, creativity, aesthetic appreciation, intellectual 

stimulation, acceptance of reality, quality rather than achievement, always changing, 

non-static. 

6. Need to know and understand: to learn for the sake of leaning, a desire to 

acquire further knowledge, to organize, to analyze, look for relationships, leaving 

the self behind. 




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7. Sense of the universe: wisdom and acceptance. 

Closure 

Closure is the feeling of completion attained when a process ends, a goal is achieved, or 

a problem is resolved successfully. It is the feeling that everything has been addressed 

and all that could be resolved has been resolved. Once you are gone, the group must 

decide what to do with the results of the process they have gone through—what’s going 

to happen next. As part of your preparation to facilitate, you should have a plan for 

ensuring that the group can proceed after you leave. 

Here are some ideas for ensuring this: 

• If you include brainstorming in the meeting, do something with those ideas before 

stopping. Categorize them at least; prioritize them if possible. Make sure the 

group understands what the next step is. Make sure they know you are committed 

to seeing that they take the next step. 

• Let the group know that you are committed to its success and that you will be 

following up (and when and how). 

• Schedule a follow-up meeting with the group before you leave, if appropriate. 

• Identify tasks and assign them to individuals before you leave. Get consensus on a 

timeline for completing those tasks. 

• Include yourself on the timeline (phone calls, additional meetings, etc.). 

• Get a commitment from the group that the information it has generated will be 

written down and distributed (within a certain time frame) to everyone, including 

yourself. As soon as you get home, follow up with a letter confirming your 

interest in the group, what they have done and what they need to do, and also 

confirming your continued involvement with and commitment to them. Make 

sure you build the group into your schedule so that you have sufficient time to 

follow up with them. 

Monitoring Long-Range Plans 

What is strategic planning? Your region probably has had several goal-setting sessions. 

What’s the difference between the two? 

Goal-setting often bogs down. Goals were set, a “philosophy” was hammered out, and 

then the facilitator went home. Sometimes the team returned invigorated, ready to get 

going, only to find that the strategies or means to achieve goals were not in place. Also, 

the goals were so rigidly defined (“200 new members by April 30” for example) that 

discouragement sometimes sets in when the region could not meet that goal. Goal-setting 

can still be a valuable tool, but the process has been refined as other techniques and 

theories have joined the mix of current thinking on how to use the future to determine 

what our actions should be today. 

Strategic planning will give you the tools to move forward from a shared vision. The 

“how-to” part of planning is built right in through the strategies that are adopted each 

year for implementation. 




4/13 

So if you have decided that not just any path will do for your region, you are ready to 

move into long-range strategic planning. 

Not a one-time exercise 

The nature of long-range strategic planning does not lend itself to a one-time rhetorical 

exercise. Strategic planning gives your region a plan that’s alive, that helps focus 

programs and services to member needs. Financial stability is maintained because studies 

of strategies are made in an orderly way, and new and existing programs are measured 

against the question: does this program advance one or more of the goals of our region? 

A strategic plan is constantly changing. Expect your planning document to become dogeared 

from changes. While the team bears responsibility for development of a well crafted 

strategic plan, you as Team Coordinator assume the primary responsibility for monitoring 

the plan. Monitoring includes: 

• A review of the annual regional calendar to determine what changes need to be 

made to align the current operations with the strategic plan, 

• Development of a communications plan to inform all members of the new 

direction, changes and the resulting benefits, 

• Scheduling time at team meetings at least annually to review and update the 

strategic plan. 

Eighty percent of the goals and strategic plans that are written are never used. Strategic 

plans take resources over and above the ones used for the short-term activities of the 

region. This is why most plans are not implemented and end up as “good intentions.” 

This is also why your actions are important to the success of the long-range strategic 

plan. 

Getting started 

To keep the planners on track and to allow the regional leadership to fully participate, 

consider bringing in an outside facilitator such as a member of the international faculty. 

Be sure to give yourselves plenty of time. A one-hour shot during a regional weekend is 

not recommended! Your outside facilitator can talk over your needs with you and help set 

up a productive schedule. 

Strategic Planning Process Outline 

I. Pre-session work 

A. Assess regional needs. Assessment tools include: 

1. Member surveys 

2. Membership data 

3. Financial data 

4. Competition scores 

5. Focus groups 

6. Current calendar of events 

B. Complete analysis of environment 

C. Choose facilitator and recorder 




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II. Strategic planning session(s) 

A. Visioning 

B. Formulate mission statement 

C. Identify core values 

D. Draft goals 

E. Develop strategies 

F. Develop check points 

G. Develop an implementation plan 

III. Post-session work 

A. The written strategic plan 

B. The communication plan 

C. The action plan 

D. Implementation management 

Definition of Strategic Planning Terms 

Mission Statement: A precise, concise and inspiring statement declaring the 

fundamental purpose for which the organization exists. Who we are and what is 

supposed to happen for whom as a result of what we do? 

Goal: A timeless, unbounded statement that describes the condition or attitude that 

we seek to attain. 

Check points: Measurable, attainable milestones to achieve by a specific point in 

time on the way to accomplishing the goal. 

Strategies: How to organize and focus resources and actions to maximize 

effectiveness and efficiency in achieving goals. 

Action Plan: Define how a strategy will be implemented and make 

progress towards the goal. Include specific actions to be taken. 

Commitment: The ability to set a specific goal and follow through daily long 

after the inspiration of the moment is passed. 

So we have a plan: what’s next? 

Go for a “quick win.” First, select a strategy that is a “quick win,” one that’s easy and 

quick to achieve and that can demonstrate that the group is on the right track and that 

things are happening. The strategy should also inspire, so a revision of Article II, B, 3, a, 

(2) of your standing rules probably should not be your “quick win.” 

Promote, promote, promote 

• Keep the plan in front of the team. 

• Structure the agenda of each team meeting so that some of the meeting will deal 

with the plan. 

• Encourage committee chairs and team members to report their activities showing 

how they relate to the strategies and goals of the plan. 

• If the plan is not to molder away in a desk drawer, it needs to be present at each 

meeting. Also, specify one meeting of the team when the plan will be reviewed in 

depth. 




4/13 

• Make sure that regional members are involved. The management team does not 

have all the answers. Establish a task force or study group to take on one of the 

strategies and make recommendations about its implementation. 

• Put the mission statement, goals, and the strategies being worked on everywhere: 

in your regional newsletter, on your Web page, in your roster, etc. Use catchwords 

and slogans that refer back to the plan. Report, no, crow about progress regularly. 

Blow your own horn. 

Overcoming obstacles to the plan 

• No plan is perfect. It’s meant to be a living, breathing document. Therefore, it can 

be adjusted if there are parts that just aren’t right for your region at the moment. 

• Is the plan too ambitious? Remember this is a long-range strategic plan. The 

strategies for obtaining your goals are meant to be spread out along a three- to 

five-year time frame. Slow down. Nibble away at your plan rather than trying to 

digest it in big gulps. 

• Your team doesn’t “get it?” Educate them. Continually bring the plan to their 

attention. They can’t support it if they don’t know what it is. Your plan should be 

vibrant and alive; a plan that’s long-range, yet filled with the passion of today. 

Network 

Many regions have already made long-range strategic planning an integral part of their 

management so that musical goals can be achieved more readily. If you have questions, 

use the Sweet Adelines network. Help is only a phone call or email message away. 


Chapter 10: Introduction to Contracts 


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Introduction to 

Contracts 

Everyone who serves on a Regional Management Team should have some familiarity 

with contracts. Reading through the following materials will serve as a foundation for this 

education. 

In order to present information of a legal nature accurately, John S. Foster, Esq., granted 

his permission for the following information to be reprinted in this Regional Management 

Team Handbook. Foster is an attorney and counsel specializing in the areas of not-forprofit 

organization and association management, meetings and trade shows, and travel 

law. The following material is reprinted with permission of the author: John S. Foster, 

CHSE, Esq. of Atlanta, GA. 

The Contract Workshop by ©John Foster, CHSE, Esq. 

Understand the legal elements of a contract. It is important to understand where you are 

in the discussion process. Remember this adage: If you ask the other side for something 

before a contract exists, it’s called “negotiating;” if you ask for something after a contract 

exists, it’s called “begging.” There is a substantial difference between the two positions. 

A document must have the following five elements to be a binding contract: There must 

be an offer, it must be accepted by both sides, consideration must be given by both sides, 

it must be in writing when required by law, and it must be signed by legally competent 

parties. Unless all five elements exist, the document is merely a proposal to do business 

and can be modified at will by the negotiating parties. 

Understand the proper way to revise a contract or proposal. Rarely does the party 

receiving the other side’s proposal agree with all of the terms and conditions it contains. 

To advance the negotiations process and to avoid a dispute over what terms are in the 

final contract, it is imperative that negotiating parties understand the proper way to revise 

or amend a proposal or existing contract. Some suggestions for doing so follow. 

a. Strike out terms in the original and write new terms in the margin. Both parties 

must initial and date all changes. 

b. Place new terms in an attached addendum. The addendum should be crossreferenced 

on the last page of the original document and on the first page of the 

addendum. Also, terms in the original that contradict the terms in the addendum 

should be crossed out, and a reference to the addendum should be made in the 

margin to make it easier for the reader to follow the changes. All parties must 

sign and date the addendum. 

Introduction to Contracts • 10-1



4/13 

c. Rewrite the original with new terms. If the crossed-out terms and addendum 

become lengthy and difficult to follow, the best practice is for one of the parties to 

prepare a new original with all of the revisions agreed to by the parties. 

Understand how to sign contracts correctly. In our legal system you can sign a contract in 

one of two capacities: as a principal or as an agent. If you sign a contract as a principal, 

you are the person primarily liable for performance of the contract. If you sign as an 

authorized agent (or employee) of a company or association, the terms in the contract 

are binding on the company or association. If you do not intend to be the party primarily 

responsible for the contract, use your job title or the words “as agent for,” and clearly 

identify the parent company or association that is responsible. 

Avoid “To be negotiated” clauses and always define your terms. Contracts must have 

specific terms in order to be enforceable. Parties should negotiate all of the key terms for 

price, quantity, and performance up front, specifying these terms in the contract. Don’t 

leave important terms, such as room rates or food and beverage prices “to be negotiated” 

at a later date. Use percentage caps for formulas referencing the change in the Consumer 

Price Index to settle how future prices will be calculated. Successful contracts avoid 

terms that are vague and capable of being interpreted in different ways by different 

parties. Vague wording, such as “a reasonable amount of meeting space is being held for 

your group,” is an example. What is reasonable to one side may not be reasonable to the 

other. 

Understand how to negotiate and manage an attrition clause. Attrition clauses are 

becoming a fixture in hotel contracts and both sides must understand how to negotiate and 

manage the key variables involved. The variables include review dates, percentage of 

slippage allowed; and how damages due the hotel, if any, will be calculated. Professional 

planners should be able to establish a room block that is within the margin of error allowed 

by the attrition clause. For long-term meetings that are held on an annual basis, review 

dates can be agreed upon and formulas that will allow the meeting sponsor to raise or 

lower the future room block without liability – while still giving the hotel the assurance it 

needs – can be established. 

Understand the elements of a cancellation clause and the concept of damages (vs. 

penalties). The law states that if one party breaches a contract, the other party is entitled 

to damages. Damages are defined as lost profit (or additional expenses), but not lost 

revenue. To determine damages, parties to a contract may agree to specific sums or to a 

formula. The sums or formula will be enforceable only if it is a reasonable 

approximation of the actual damages. Terms that attempt to penalize one or both parties 

are not enforceable. (A term is deemed to be a penalty if the non-breaching party would 

come out further ahead if the other side breaches the contract instead of performing its 

obligation.) Generally, the non-breaching party has a duty to mitigate its damages when 

a breach occurs unless the contract provides for fixed sums that are reasonable. 




4/13 

Spell out terms for deposits (group and individual). If deposits are required from the 

group or from individuals, a successful contract will specify the dates when deposits are 

due and under what circumstances the deposits are refundable. If these terms are missing, 

there is a possibility for a later dispute. 

Understand option deadlines and the mailbox rule. Contract proposals will frequently 

specify a date by which the other side must accept the proposal in order for a contract to 

be formed. These are known as option deadlines and are always strictly enforced unless 

the party receiving a proposal with an option deadline must adhere to the deadline or get 

the other side to waive it in order to have a valid contact. 

The mailbox rule also pertains to contract acceptance. A valid acceptance to a contract 

occurs when it is signed and put into the mailbox, not when the contract is received by 

the other party. Some contracts will change the effect of this rule by requiring that the 

document specifically reaches the receiver’s office in order to be a valid acceptance. 

You must understand your responsibility when attempting to accept a contract so that 

you have a legally sufficient acceptance. (The mailbox rule does not preclude the use of 

fax machine.) 

Recognize and understand indemnification and hold harmless language when you see it. If 

the contract contains an indemnification clause, you need to understand what risks and 

responsibilities you are being asked to assume. Don’t agree to indemnify and hold 

harmless other people or entities for their negligence. Each party should be responsible for 

its own negligence and the contract should specify this. 

Understand the merger clause. This clause states that the entire agreement of the parties 

has been merged into the final contract and the agreement can’t be changed without each 

sides’ write permission. The significance of this clause is that one can’t later claim that 

the other side promised something that wasn’t included in the final document. If the 

other side makes promises, make sure you get it in writing. Contracts that are well 

written and clearly specify the intent of the parties lead to successful meetings and 

satisfied clients. If reviewing or preparing contracts is not your strong point, get 

assistance from an expert, such as your in-house legal counsel or another attorney who is 

familiar with the meetings industry. 


Chapter 11: Election & Appointment Procedures 


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Election & Appointment 

Procedures 

Election and Appointment Procedures for the Regional 

Management Team 

The entire Regional Management Team (RMT) must be involved in the election and 

appointment process in order for the process to be successful. The RMT appoints the 

Nominating Committee, which is responsible for carrying out the processes of electing 

and appointing new members to the RMT. 

Support Activities 

There are two related activities that should be ongoing, year-round, which support the 

process of electing and appointing members to the RMT. 

1. Developing interest in serving on the RMT is the responsibility of all members of 

the RMT and should happen on an ongoing basis. Not only is each RMT member 

responsible for identifying and developing potential successors to her job, she is 

also responsible for general PR and education of the region about the RMT in 

general. 

2. Developing the regional leadership database is the responsibility of the 

Communications Coordinator. Through this ongoing activity, potential regional 

leaders may be identified and “cultivated” by inviting them to become involved in 

various appointed and/or committee activities prior to asking them if they might 

be interested in a position on the RMT 

Regional Management Team Positions and Eligibility 

The table on the next page summarizes the process of election or appointment for each of 

the eight positions on the Regional Management Team (RMT). 

Election & Appointment Procedures • 11-1



4/13 

RMT Position Elected or appointed? Year Start Term 

Communications Coordinator Regional appointment Even 

Directors’ Coordinator Directors vote Odd 

Education Coordinator International appointment Even 

Events Coordinator Regional appointment Odd 

Finance Coordinator Regional appointment Odd 

Marketing Coordinator Regional appointment Odd 

Membership Coordinator Regional vote Even 

Team Coordinator Regional appointment Even 

Regional vote = Elected by members of the region by voting through their chartered 

chapters. Each chapter (including CAL) gets one vote. Prospective chapters are not 

eligible to vote as a chapter, though their CAL members vote as part of Chapter-at- 

Large. 

Directors vote = Elected by the directors of chartered choruses in the region. Each 

director (whether male or female) gets one vote. An interim director is eligible to vote. 

Co-directors each vote separately. Directors of prospective choruses are not eligible to 

vote. 

International appointment = Appointed by the Education Direction Committee upon the 

recommendation of the Regional Leadership Committee who receive recommendations 

from the RMT. 

Regional appointment = Appointed by the continuing and incoming RMT members. 

Any member of the region (including a CAL member) who is in good standing with the 

chapter, regional and international organizations is eligible to submit an application for 

any position on the RMT. For candidates for the Directors’ Coordinator position, 

experience as an associate, assistant or front-line director is recommended, but not 

required. 

CAL members in good standing are eligible to vote in Membership Coordinator elections. 

CAL members directing a chartered chapter are eligible to vote in Directors’ Coordinator 

elections. It is an interesting quirk of the system that a CAL member who is directing a 

prospective (nonchartered) chapter, is eligible to run for the position of Directors’ 

Coordinator, but she is not eligible to vote for that position. A male director of a chartered 

chapter may vote for Directors’ Coordinator, but is not eligible to run for that position. 




4/13 

Election & Appointment Process 

The process and timeline leading up to the election and appointment of RMT members 

is summarized in the following table: 

Task Person Responsible Time Period 

Appoint Nominating Committee RMT January 

Complete peer reviews of RMT 

members and evaluations of appointees 

Identify potential leaders 

All RMT members 

All RMT members & Nominating 

Committee 

February-March 

Ongoing 

Maintain regional leadership database Communications Coordinator Ongoing 

Distribute applications and publicize 

opportunities 

Nominating Committee 

February - May 

Solicit applicants for RMT positions 

Receive applications, check eligibility, 

and solicit confidential appraisals 

Checkpoint on applications received and 

additional PR and solicitation of 

applications, if necessary 

Review all applications. Prepare slate 

for elected offices. Nominating 

Committee shares applications and a 

summary of evaluations with the RMT 

so international appointments can be 

recommended and regional appointments 

can be chosen. 

Appoint Chair of Tellers Committee 

Review of applicants for international 

appointment and determine 

recommendations to send to 

international 

Send information to international 

headquarters about international 

appointment 

Prepare election information and ballots 

and distribute to choruses, directors, 

CAL members, as appropriate 

Nominating Committee and 

RMT Members 



and RMT members 



RMT 



February - August 

June - August 

July 

September 

No later than 

September 30 

No later than 

October 15 

No later than 

October 15 

No later than 

November 1 

Ballots received by Chair of Tellers 

Committee 

Choruses and individuals Prior to December 15 

Tellers Committee meets Chair of Tellers Committee Prior to December 15 

Reports results of election to chair of 

Nominating Committee and RMT 

Chair of Tellers Committee 

On or before 

December 15 




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Task Person Responsible Time Period 

Election results announced to candidates Nominating Committee late December 

Make Education Coordinator 

appointments and communicate to RMT 

Communicate international 

appointments to candidates 

Poll unsuccessful candidates for election 

and international appointment about 

their interest in accepting appointed 

positions on RMT 

Present candidates for regionally 

appointed positions to the incoming 

RMT (continuing members, new 

international appointment, and elected 

member) 

Select regionally appointed RMT 

members 

Regional Leadership 

Coordinators and EDC 

Regional Leadership Committee 

and RMT member on Nominating 

Committee 

RMT member on Nominating 

Committee 

RMT member on Nominating 

Committee 

Continuing and 

incoming RMT members 

late January (usually 

is late December) 

late January (usually 

late December) 

January 

late January 

late January 

Appoints new Nominating Committee RMT late January 

Announce results to region and 

international 

Communications Coordinator February 1 

Each step in this table is described further in a later section of this chapter. 

Publicity and Application Distribution 

Starting in February, the Nominating Committee sends materials to each chapter, 

including Chapter-at-Large, to solicit applicants for RMT positions. The materials 

should include a cover letter describing the application and election/appointment 

process (Sample A), application form (Sample B), job descriptions for each RMT 

position (Sample C), and a list of suggested qualifications for potential nominees 

(Sample D). Samples of these materials may be found at the end of this chapter. 

The materials must make it clear that submitting an application does not guarantee 

a nomination to the RMT. Several packages of materials should be prepared and 

distributed to RMT members and to the members of the Nominating Committee 

(see below) to use in soliciting applications for the RMT. These materials may be 

supplemented by telephone calls, information on a Web site and/or by personal 

visits of RMT members and Nominating Committee members to the chapters in 

the region. 

Appointing the Nominating Committee 

The Regional Management Team appoints a Nominating Committee in January prior 

to the fiscal year in which the elections/appointments will take place. The Nominating 

Committee will consist of one member of the RMT and two members from the 

membership at large. The RMT will designate one of these members as chair of the 

Committee. 




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All Nominating Committee members shall be members in good standing in chapters 

which are in good standing in the region and the international organization. The RMT 

must give careful consideration when choosing members of the Nominating Committee, 

which is one of the most important committees of the region. Members of the Nominating 

Committee must be able to keep the best interests of the region ahead of any personal 

interests. They often make difficult decisions, such as choosing the potential nominee 

who has the specific talents needed by the region over the potential nominee who is 

popular. Effective Nominating Committee members are discreet and inquiring, and it 

is helpful if they are well acquainted with the membership of the region. The strength 

of the region’s administration depends upon responsible, capable leaders, and it is the 

responsibility of the Nominating Committee to find these people for the slate. 

Receiving Applications, Obtaining Confidential Appraisals and Regional Evaluations 

Applicants complete and return the necessary form(s) to the designated member of the 

Nominating Committee. 

When an application is received, the Chair of the Nominating Committee or her 

designee first must determine whether the applicant is in good standing with the 

organization and whether she meets any additional eligibility requirements stated in the 

region’s Standing Rules. Only a member in good standing in her chapter who meets 

the qualifications established by the International Board of Directors and the Regional 

Standing Rules in effect at that time shall be eligible to be appointed or elected as 

a member of the RMT. Determination of good standing is made by contacting the 

President/Team Coordinator of the member’s chapter. If the applicant is a member 

of Chapter-at-Large, the determination of good standing is made by contacting the 

Membership Coordinator. If the applicant is not in good standing, the Chair of the 

Nominating Committee will notify her immediately and return her application without 

further processing. 

The Chair of the Nominating Committee or her designee assigns a code number to each 

applicant to ensure confidentiality in the reference process. She then codes the 

applications (Sample B) and appraisal forms (Sample E1) and solicits appraisals from the 

applicant’s references and from other appropriate regional and international leaders. A 

sample of the confidential appraisal form (Sample E2) is found at the end of this chapter. 

If time is short, the Chair of the Nominating Committee may use the telephone to solicit 

an appraisal. 

The Chair of the Nominating Committee or her designee receives the completed appraisal 

forms. When she believes that all the appraisals have been received for an applicant, she 

completes the appraisal compilation form (Sample E2) and destroys the signed appraisal 

forms. 

If the applicant is a current or former member of the RMT or she has served in a regional 

position, the Chair of the Nominating Committee retrieves the relevant peer reviews from 

the regional files. 




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The Chair of the Nominating Committee or her designee distributes the information about 

each applicant (her application form, the appraisal compilation form, and any relevant 

regional evaluations) to the Nominating Committee and to the members of the RMT. It is 

not necessary to wait until all applications have been received before doing this because it 

is helpful to all involved in the recruiting process to know about each applicant for any 

RMT position. 

Checkpoint on Applications Received 

During the few months that applications are being received, the Chair of the Nominating 

Committee should stay in touch with everyone who is soliciting applicants to monitor the 

process and make sure that applications are actually going on. If necessary, the Chair may 

need to do another mailing, and those helping her with soliciting applications may make 

additional overtures to recruit applicants for the open positions. After reviewing the 

applications received, the committee may wish to solicit additional nominees. 

Meeting of Nominating Committee 

The Nominating Committee meets to review all applications. The primary job of the 

Nominating Committee is to prepare the slates for elected offices. The Nominating 

Committee’s duty is to select applicants who are “qualified” for the position. They are not 

to make determinations such as “this applicant will probably win, so we won’t put her on 

the slate and that will give others a chance to be elected.” In other words, the Nominating 

Committee has responsibility to present those qualified, but the decision is left up to the 

voters. 

The Nominating Committee reviews the applications, appraisal compilations, and other 

evaluations, using the list of suggested qualifications/skills found at the end of this 

chapter Sample D). Care is taken not to place a nominee on the slate who may have to 

be disqualified later. Once it has been determined that a candidate will be on the slate, no 

further use is made of the appraisals and evaluations. All candidates go before the 

members as being equal. 

The question has been raised about whether it is ethical or at least in good judgment, for 

the name of a Nominating Committee member to appear on a slate. There is no rule 

prohibiting this practice. In fact, it would be a waste of talent to insist that a qualified 

member choose between serving on the Nominating Committee and being a potential 

nominee for the RMT. If a member of the Nominating Committee is an applicant, the 

committee asks her to leave the room while her qualifications are discussed. It is 

appropriate to select the slate by secret ballot when a member of the committee is a 

potential nominee. 

It is preferable to have at least a double slate (two nominees for each position to be filled); 

however, qualified nominees are preferable to quantity of nominees. 

Once the slate is selected, the Chair of the Nominating Committee immediately notifies 

the selected nominees, preferably by telephone. The telephone notification is followed 




4/13 

by a confirmation letter from the Chair. If references other than those listed on the 

potential nominee’s application were consulted, a statement similar to the following 

should be included in the letter: “In order to enlarge the comment pool, the following 

persons were contacted in addition to the references you listed on your application 

form.” 

The Chair of the Nominating Committee also sends a letter to the potential nominees who 

were not chosen for the slate, thanking them for allowing their names to be considered. 

The letter should include an indication of areas in which the applicant needs more 

experience or improvement in order to be considered for a position on the slate in the 

future. If references other than those listed on the potential nominee’s application were 

consulted, a statement similar to the following should be included in the letter: “In order 

to enlarge the comment pool, the following persons were contacted in addition to the 

references you listed on your application form. 

Copies of all correspondence are sent to the RMT members and retained in the Nominating 

Committee files. 

It is not the job of the Nominating Committee to make recommendations for regional 

and international appointments. It may be convenient, however, for the Nominating 

Committee to assemble the information for the candidates for regional and international 

appointments. In addition, after selecting the slate(s) for the elected positions, the 

Nominating Committee may, at its discretion, prepare comments on any or all applicants 

to submit to the RMT. 

Tellers Committee 

After the slate(s) are selected, but before they are distributed, the Nominating Committee 

appoints a Chair of the Tellers Committee and submits her name to the RMT for 

ratification. The Chair of the Tellers Committee selects three other people who are not 

nominees to serve on the Tellers Committee. Members of the Tellers Committee are 

chosen for accuracy and dependability. They must understand the election procedures and 

keep the results of the voting confidential. Tellers do vote with their chapters for the 

nominees on the slate. Additional information about the activities of the Tellers Committee 

can be found later in this chapter. 

International Appointments 

Every other year prior to October 15, the RMT reviews all applicants for the positions 

of Education Coordinator. International has requested that the names of three potential 

appointees be submitted. While it is known it is not always possible to have three 

qualified candidates, this is the goal. The RMT may also submit its preferences about 

which of the candidates should be appointed, but this is not required. 

If a current member of the RMT is an applicant, she is asked to leave the room while her 

qualifications are discussed. When the applicant returns to the meeting, it is appropriate 

to select the list of candidates and any preference order by using a secret ballot. 




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The Communications Coordinator sends information about the recommended applicants 

to international headquarters. This information includes the applications, appraisal 

compilations, and regional evaluations for each candidate, as well as a cover letter 

stating the preferences of the RMT about who should be appointed. 

Staff at international headquarters gathers this information from all regions and 

distributes it to the Regional Leadership Committee. The RLC reviews the information 

and meets to recommend who should be appointed in each region. The Regional 

Leadership Committee are not bound by the preferences of the RMT, and may solicit 

additional information before making their recommendations. These recommendations 

are then sent to the Education Direction Committee for final decisions to be made. The 

final date for this decision is the third weekend in January, though it may be done earlier 

(during late December). 

The RLC prepares notices for each Region’s incoming (new and returning) and 

outgoing Education Coordinator and the RMT is sent a copy of the notices. The 

Communications Coordinator notifies those applicants who were not appointed. 

Regional Elections 

By November 1 (in even years only), the Nominating Committee prepares ballots and 

other election information and distributes it to chapter directors for the Directors’ 

Coordinator position (to take effect on May 1 of odd year). In odd years, the Nominating 

Committee prepares ballots and other election information to distribute to CAL members 

who are in good standing with the region and to the chapter presidents for the 

Membership Coordinator position (to take effect on May 1 of even year). Balloting for 

regional elections can occur by mail or by electronic means. 

The following information is sent: 

• Cover letter stating the deadline for receipt of the ballots by the Chair of the Tellers 

Committee. 

• Instructions for holding the election (Samples F and G) 

• Nominee qualifications, prepared from the applications. These usually take the 

form of a summary of skills and experience. In addition, photographs are 

recommended, but not required. A statement from each candidate (50 words or 

less) on “Why I am seeking a position on the RMT” is also recommended. This 

allows the candidates to “sell themselves.” The rationale is that if the Nominating 

Committee approves applicants and they make it to the slate, then it’s up to the 

candidates to give the members the right information to get themselves elected. If 

space permits, it is also useful to include a paragraph listing the job description 

for that position and the skills/experience required. 

• Sample ballots 

• Official ballots (Sample H) 

• Official envelopes (Sample I) with the name of the chapter, director, or CAL 

member in the return-address portion of the outer envelope. 




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Preparation for the Tellers Committee Meeting 

Ballots are returned to the Chair of the Tellers Committee. Those received by mail are 

not to be opened before the Committee Meeting. Ballots received by the Chair of the 

Tellers Committee after the stated deadline are to be marked “late” and not counted 

(though they will be reported on the tally sheet). 

The Chair schedules a meeting of the Tellers Committee to be held within two days after 

the date the ballots are due. 

Prior to the meeting, the Chair of the Nominating Committee will provide the Chair of 

the Tellers Committee with lists of all chapters in the region and all chorus directors in 

the region. Any chapter not in good standing will be noted on the list. 

Either the Chair of the Nominating Committee or the Chair of the Tellers Committee will 

prepare the following: 

• Two tally sheets listing the names of the nominees for each position in 

alphabetical order (Sample J). 

• Large envelopes in which to seal the counted ballots and the tally sheets. 

• Report form with places for the entire Tellers Committee to sign (Sample K) 

Tellers Committee Meets 

The Chair brings the official envelopes, unopened, and the ballots received electronically 

to the meeting of the Tellers Committee along with the other materials. 

First the committee tallies the CAL ballots. The result is counted as one chapter. The 

process is as follows: 

• The Chair of the Tellers Committee opens and discards the outside envelopes 

from CAL members. After all of the outside envelopes have been opened, the 

Tellers Committee will not be able to identify who has cast the ballot. Ballots 

received electronically are added to the ballots received by mail. 

• The Chair of the Tellers Committee opens the official inside envelope and removes 

the ballot. If the ballot is valid, it is handed to teller #2. 

• Teller #2 reads aloud the names of the nominees marked on the valid ballot. She 

sets the ballot aside after she has read the names so it is not mixed with the 

uncounted ballots. 

• Tellers #3 and #4 record the votes on the tally sheets by placing a vertical line to 

the right of the nominee's name as it is read. The marks are made in groups of five, 

the fifth line being drawn diagonally across the four vertical lines. Whenever the 

fifth line is drawn, teller #3 calls “tally.” If teller #4 does not also record a fifth line 

for that vote, a recount becomes necessary. 

• The nominee with the largest number of votes is declared to be the “vote” of the 

CAL chapter. If the vote is a tie, record all tied candidates. 




4/13 

Next the committee tallies the chapter (director) ballots, as follows: 

• The chapter’s (or director’s) name, listed in the return address portion of the 

outside envelope, is checked against the list of chapters in good standing with the 

region (or list of directors in the region). If a chapter that is not in good standing 

returns a ballot, it is declared invalid and set aside. In like manner, ballots 

received electronically are also checked against the list of chapters in good 

standing. 

• The Chair opens and discards the outside official envelopes. After all of the 

outside envelopes have been opened, the Tellers Committee will not be able to 

identify who has cast the ballot. Ballots received electronically are added to 

the ballots received by mail. 

• The Chair of the Tellers Committee opens the official inside envelope, removes 

the ballot. If the ballot is valid, it is handed to teller #2. 

• Teller #2 reads aloud the names of the nominees marked on the valid ballot. 

She sets the ballot aside after she has read the names so it is not mixed with the 

uncounted ballots. 

• Tellers #3 and #4 record the votes on the tally sheets by placing a vertical line 

to the right of the nominee's name as it is read. The marks are made in groups of 

five, the fifth line being drawn diagonally across the four vertical lines. Whenever 

the fifth line is drawn, teller #3 calls "tally." If teller #4 does not also record a fifth 

line for that vote, a recount becomes necessary. 

• If tallying for Membership Coordinator, add the CAL vote to the tally sheet. 

• If the CAL vote is a tie, then the Tellers Committee determines whether that vote 

would make any difference to the outcome. If it would make a difference, then the 

election is determined to be a “tie.” 

• The nominee with the largest number of votes is declared to be the winner. 

• If there is a tie vote, the election is resolved by consensus of the RMT. The Chair 

of the Tellers Committee notifies the Chair of the Nominating Committee by 

telephone that there is a tie. The Chair of the Nominating Committee contacts the 

RMT by teleconference. After consensus is reached, the Chair of the Nominating 

Committee telephones the results to the Chair of the Tellers Committee. 

After the tally is completed, the Chair of the Tellers Committee prepares the report of 

the meeting. All members of the committee must agree on the report. The following 

information is included in the report (Sample K): 

• Number of chapters/directors eligible to vote 

• Number of chapters/directors voting 

• Number of late ballots received 

• Number of invalid ballots 

• Number of valid ballots 

• Names of the nominees receiving the largest number of votes 

• Signatures of all members of the committee 

The Tellers Committee is honor bound not to divulge any information concerning the 

election. 




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The Chair of the Tellers Committee telephones the Chair of the Nominating Committee 

with the results of the election. She then sends the Tellers Report to the Chair of the 

Nominating Committee. The Tellers Report is recorded in the official minutes of the 

region. 

The Chair of the Tellers Committee seals all of the ballots and tally sheets in the large 

envelope. She retains this envelope for 90 days and then destroys it. 

Announcing the Results of the Election 

The Chair of the Nominating Committee announces the results of the election, first 

notifying all the nominees. Notification is by telephone followed by a letter of 

confirmation. She also sends written notification to the RMT and to the chapters in the 

region. The Chair of the Nominating Committee sends a letter to each nominee who was 

not elected, thanking her for allowing her name to be considered for election. 

Regional Appointments 

During January, the continuing and incoming RMT members meet to select the regional 

appointments. Although this could be done earlier in the process, there are several good 

reasons for waiting until January when the results of the regional election(s) and 

international appointment(s) are available. First, it is appropriate that the incoming 

RMT members be involved in the decision about the regional appointments, along with 

those who are continuing on the RMT, since together they will comprise the team. In 

addition, it is possible that an unsuccessful candidate for regional election or 

international appointment might be an excellent choice for one of the regional 

appointments. Regional appointments are to be completed before February 1 of each 

year. 

If a current member of the RMT is an applicant for one of the regionally appointed 

positions, she is asked to leave the room while her qualifications are discussed. When the 

applicant returns to the meeting, it is appropriate to make the appointment by using a 

secret ballot. 

Announcing of Results to Region and International 

The names of the new members of the RMT should be announced at the regional annual 

membership meeting and by letter to each chapter in the region. The Communications 

Coordinator also sends this information to international headquarters. 

Preparing for the Next Round 

It is February before this process is completed. At this time, if she hasn’t already 

done so, the Communications Coordinator should update the regional database with 

information about all applicants. It is then time to start the process again. 

Unusual Circumstances 

• Off-cycle appointments. If a member of the RMT resigns before the end of her term of 

office, another qualified member of the region is appointed to fill the remainder of her 

term. If the vacancy is in the Education Coordinator position, the Communications 

Coordinator should notify the Chair of the Regional Leadership Committee 

immediately about the resignation. The Communications Coordinator should act as 




4/13 

quickly as possible to bring names of qualified individuals to a meeting of the RMT, 

which shall select among these and make recommendations to international. The 

appointment will be made by international as quickly as possible. 

• One candidate for an election. If the best efforts of the Nominating Committee and 

the RMT have produced only one qualified candidate for the election of the Directors’ 

Coordinator or Membership Coordinator, no election is held. Instead the candidate is 

declared “elected by acclamation” and the region is so notified. 

• One candidate for an international appointment. If the best efforts of the Nominating 

Committee and the RMT have produced only one qualified candidate for the position 

of Education Coordinator, that name shall be sent to international along with a cover 

letter explaining the situation. If there are other members of the region who were 

qualified but for some reason did not apply, they may be mentioned in the letter for 

future reference. In the event that an international appointee is not able to continue in 

the position, international likes to know who is out there and might be interested. 

List of Sample Materials Referenced in This Chapter 

A - Sample Cover Letter for Application Packets 

B - Application for Regional Position 

C - Job Descriptions for Regional Management Team Positions 

D Suggested Qualification/Skills for Regional Management Team Member 

E1 Confidential Potential Nominee Appraisal Form 

E2 Confidential Potential Nominee Appraisal Compilation Form 

F - Chapter Voting Instructions for Membership Coordinator Position 

G Chorus Director Voting Instructions for Directors’ Coordinator Position and 

Sample Ballot 

H Official Ballot for Membership Coordinator 

I Official Envelopes 

J - Sample Tally Sheet 

K - Report of Regional Tellers Committee 




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Sample A—Sample Cover Letter for Application Packets 

Date 

Name 

Title 

Address 

City, State, Zip 

Dear Name, 

This is your chapter’s opportunity to participate in the selection of nominees for appointment/election to the 

regional management team. Nominees will be selected to fill the following positions for the two-year term 

beginning , and ending . 

(list positions to be elected/appointed) 

Return completed applications to the nominating committee chair, who will request confidential appraisals 

from the people listed as references by the applicants. The regional nominating committee will carefully 

consider all the nominee applications and appraisals. After all potential nominees’ qualifications have been 

discussed, the nominating committee will, by secret ballot, select at least two nominees for the position to 

be elected by the regional membership (Membership Coordinator) or the chorus directors (Directors’ 

Coordinator). 

The regional management team will review the applications and appraisals in order to appoint the 

(Communications Coordinator, Events Coordinator, Finance Coordinator, Marketing Coordinator and/or 

Team Coordinator), and to make recommendations to the Regional Leadership Committee and the 

Education Direction Committee for the international appointee (Education Coordinator) to the regional 


Do you have members in your chapter who have all, or most, of the qualifications listed below, and are 

interested in serving on the regional management team or as a committee member or appointee? If so, 

please encourage them to complete and submit the attached application. 

The IDEAL potential nominee should work well on her own and as a team member to define and pursue 

goals, and to carry out the aims of the region and Sweet Adelines International. Her qualifications also 

should include the following: 

• Positive, objective attitude 

• Good listening skills 

• Critical and analytical thinking as well as imaginative and creative thinking 

• Effective verbal and written communication skills 

• Knowledge and ability to use available resources 

• Ability to adapt easily to different environments 

• Ability to relate to a variety of personality types 

• Training and experience in a field which could be of value to the regional management team 

• Experience in Sweet Adelines International as a chapter, regional, or international officer, 

committee chair, or member 

Sincerely, 

Chair, Nominating Committee, Region 




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Sample B—Application For Regional Position 

Personal Data 

Region #_____ ID Code #_____ 

Name Member # 

Chapter/Region 

Address 

City/State/Zip/Country 

Home Phone 

Fax 

Work Phone 

Email 

Sweet Adelines International Membership Data 

How long have you been a member of Sweet Adelines International? 

Service (within the last 10 years) 

Chapter positions held: Board Member Communications Director 

Marketing Membership Music Staff PR Chair 

President/ Secretary Show Chair Treasurer 

Team Leader 

Other: 

Competition Coordinator Chapter Coordinator Class Facilitator 

Coach Comm./Tech. Coordinator Communications Coordinator 

Chair of Regional Convention Directors’ Coordinator Education Coordinator 

Events Coordinator Facilities Coordinator Finance Coordinator 

Marketing Coordinator Membership Coordinator Mkt./Member Coordinator 

Newsletter Editor PR Chair Secretary 

Teacher Team Coordinator Treasurer 

Regional positions: 

Other: 




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International positions: Arranger Committee Chair Committee Member 

Faculty Judge 

International Board 

Panel Secretary 

Other: 

Activity (within the last five years) 

• How many international conventions have you attended? 

• What international education events have you attended? 

• How many regional competitions have you attended? 

In what capacity (competing chorus, host, audience, etc.) 

• What regional educational events have you attended? 

Education/Employment Data 

List education/training 

Employment: No Yes 

Full-time 

Part-time 

Occupation: 

Past occupation(s): 

Qualifications Profile 

Check skills, strengths, or experiences that would be valuable to your region: 

Accounting/Bookkeeping 

Central Mailing 

Contract Writing 

Desktop Publishing 

Financial Management 

Motivational Leader 

Program Manager 

Workshop Planning 

Other 

Advertising/Marketing 

Computer Skills 

Convention Planning 

Education 

Legal/Paralegal 

Negotiator 


Writing Skills 

When asked to volunteer, do you prefer positions that are: 

Short-term Long-term Working on-site 

Working at home Well-defined Open-ended 

Group work Working alone Product-oriented 

Concept-oriented Chair Committee member 

If you are not interested in a position on the regional management team, move on to 

Regional Committee Activity Possibilities section of this form. 




4/13 

Please rank the following regional coordinator positions you are interested in holding 

(1 = highest priority, 8 = lowest priority): 









References 

Please list references who know you well enough to verify your qualifications. (Note: 

international headquarters staff are not eligible to provide references.) 

Name 

Phone 

Address 

City/State/Province/Zip/Country 

Name 

Phone 

Address 


Name 

Phone 

Address 





4/13 

Regional Committee Activity Possibilities 

Below is a list of the chair, coordinator, event, resource, and committee positions currently 

functioning in the region. Please read the list carefully and indicate your preferences. 

Arrangers’ Coordinator 

CAL Liaison 

Chair of Regional Convention 

Convention Steering Committee 

Director Certification Program Coordinator 

External Public Relations 

Fundraising Coordinator 

Historian 

Leadership Workshop 

Newsletter Editor 

Pep Rally Coordinator 

Regional Directory Coordinator 

Regional Scheduling Coordinator 

Summer Enrichment Time 

Young Women in Harmony Coordinator 

Bylaws and Rules 

Central Duplicating 

Coaching/Faculty 

Database Coordinator 

Education Resource/Direction 

Committee 

Faculty/Director Training Coordinator 

Harmony Emporium 

Internal Public Relations 

Membership Resource/Direction 

Committee 

Outside Sales 

Quartet Activities Coordinator 

Regional Library Coordinator 

Site Selection Team 

Treasurer 

Workshop Steering Committees: 

Area School Coordinator 

Leadership Workshop 

Other Workshops 

Summer Enrichment Time 

Return to Chair, Nominating Committee, Region # __ 




4/13 

Sample C—Job Descriptions for Regional Management Team Positions 

A vodcast outlining each RMT Coordinator’s duties has been created and can be found in 

the Leadership section of the Members Only portion of the Sweet Adelines website. 


• Receives communications from the international organization and disperses to the 

region. 

• Maintains internal communication channels among the region, chapters, and 

individual members. 

• Develops and maintains the regional leadership database. 

• Is responsible for regional Web site and database design, implementation and 

maintenance, with input from the Marketing Coordinator. 

• Maintains a complete record of regional meetings and activities. 

• Is responsible for recording and preparing minutes of all meetings of the Regional 


• Distributes copies of minutes to members of the team, regional chapters, and the 

Corporate Services Department at international headquarters. 

• In consultation with the RMT, prepares and submits year-end State of the Region 

Report to the Corporate Services Department at international headquarters by 

established deadline. 



• Appoints staff to assist in the implementation of responsibilities as needed. 



• Represents the interests of regional directors on the Regional Management Team. 

• Communicates with directors in her region to assess their needs. 

• Provides and facilitates a forum for directors at regional events. 

• Communicates directors’ needs and the needs of their chapters to the Education 

Coordinator. 






• Develops, coordinates, and monitors regional educational programs in conjunction 

with other coordinators. 

• Plans curriculum for educational events such as seminars and workshops. 

• Works in coordination with Events and Marketing Coordinators on marketing 

events. 

• Coordinates regional faculty visits to choruses. 

• Maintains five-year education plan document. 




4/13 

• Implements the chapter revitalization plan for maintaining the integrity of the 

musical product and administrative process as outlined in the RMT Handbook. 

• Approves chapters and prospective chapters for public performance. 

• Auditions for approval Chapter-at-Large quartets for public performance. 

• Develops faculty or staff to assist in implementing regional educational programs. 

• Appoints an Arrangers Coordinator who administers the program that offers 

training for aspiring arrangers within the region. 

• Appoints a YWIH Coordinator to educate and inform the musical leaders in each 

chorus about the YWIH program. 

• Appoints a DCP Coordinator who administers the program within the region. 


• Maintains comprehensive records and forwards materials to her successor. 




• Facilitates the securing of appropriate venues for regional programs and events, 

including site inspections and negotiation of contracts. 

• Coordinates on-site arrangements for all regional meetings and events, including 

regional competitions. 

• Oversees the work of the Chair of the Regional Convention (CRC) as 

defined in the Guidelines for Regional Convention. 

• Works in coordination with the Marketing and Education Coordinators on 

marketing and educational events. 

• Oversees registration for all regional events. 






• Ensures that all financial resources of the region are accounted for in an effective 

and efficient manner. 

• Coordinates the financial long-range plan in conjunction with other team 

coordinators. 

• Prepares and submits the annual budget for the region. 

• Manages bank accounts and investments. 

• Keeps accurate and current records of all financial transactions. 

• Receives all funds paid to the region and issues all payments. 

• Negotiates contracts for services and equipment required by the region. 

• Holds sole authority to sign contracts on behalf of the region. 

• Coordinates projects to raise non-dues income (ways and means). 

• Presents a report on the region’s financial condition at meetings of the Regional 


• Prepares an annual financial statement for submission to the Controller at 





4/13 

• Submits accounting records for audit at the close of the fiscal year to a 

qualified person (or persons) selected by the Regional Management Team or 

for examination or audit at any time as directed by the team. 

• Files annual 990 tax form (United States regions) with the Internal Revenue 

Service by September 15 for the preceding year ending April 30. 

• Provides advice and training to chapter treasurers and serves as a resource to 

chapters with financial questions. 

• Provides financial information necessary to complete applications for corporate 

gifts/grants. 






• Develops and provides marketing and public relations programs that promote 

chapter and regional events, and membership growth and retention. 

• Plans and implements marketing and public relations programs to increase 

membership growth and retention. 

• Designs and implements plans to market events and products. 

• Works in coordination with the Membership Coordinator on membership growth 

and retention plans. 

• Works in coordination with the Events and Education Coordinators on marketing 

events. 

• Works in coordination with the Communications Coordinator on Web site and 

database design, implementation, and maintenance. 

• Maintains database of media contacts. 

• Writes and distributes press releases and produces media kits. 

• Invites media to regional events and serves as onsite media contact. 

• Initiates media opportunities including on-air interviews and feature stories. 

• Maintains database of advertising contacts. 

• Designs, negotiates, and buys advertising in local media. 

• Sell advertisements in regional publications. 






• Represents the interests of chapter management and membership on the Regional 


• Communicates president/team leader and chapter needs and issues to the Regional 


• Provides and facilitates a forum for presidents/ team coordinators at regional 

events. 




4/13 

• Instills in the members of her region an awareness of their relationship to the 

organization, to the region, and to other choruses. 

• Develops a plan, in conjunction with the Education Coordinator, to teach chapters 

in revitalization ways to attract new members and retain existing ones. 

• Plans and implements programs in the areas of membership growth and retention. 

• Works in coordination with Marketing Coordinator on membership growth and 

retention plans. 

• Visits and maintains regular contact with chartered chapters to promote 

membership growth and retention programs. 

• Guides prospective chapters through the Steps Toward Chartering program. 

• Assists chapters in revitalization with growth and retention programs. 

• Develops support staff to assist in planning and implementing programs such as: 

• Steps Toward Chartering 

• Membership recruitment 

• Member retention 

• Chapters in revitalization 

• Appoints a ChapteratLarge Coordinator to ensure CAL members’ awareness of 

and inclusion in regional events, programs, and publications. 

• Appoints a Chapter Coordinator to maintain regular contact with chapter 

presidents/team leaders to assess and communicate chapter needs to the 

Membership Coordinator. 






• Facilitates the meetings of the Regional Management Team. 

• Coordinates the agenda for Regional Management Team meetings with input from 


• Reviews and approves all chapter standing rules. 

• Reviews regional standing rules and job descriptions, and makes recommendations 

for necessary revisions. 

• Maintains the region’s long-range plan document. 

• Maintains the regional calendar. 

• Develops a support staff to assist in the implementation of her responsibilities such 

as chapter standing rules review and regional calendar. 








4/13 

Sample D—Suggested Qualifications/Skills for Regional Management Team 

Members 

Qualifications/Skills for all Team Members 

• Planning/organization skills 

• Communication skills 

• Delegation skills 

• Motivational skills 

• Time availability appropriate to each position 

• Flexibility and open-mindedness 

• Good listening skills 

• Positive approach to problem-solving 


• Relevant regional service or equivalent related experience 

• Computer experience (word processing, database management) 

• Journalism or publications experience 

• Written communication skills 

• Demonstrated ability to coordinate various activities simultaneously 

• Ability to record meeting minutes accurately 


• Experience as associate, assistant, or front-line director 

• Demonstrated knowledge of the barbershop style 

• Demonstrated ability to communicate effectively 

• Demonstrated ability to facilitate discussions/meetings 

• Demonstrated ability to synthesize information and present it accurately and 

effectively 

• Knowledge of directors’ needs (information gathering) 

• Knowledge of Director Certification Program (DCP) 

• Negotiation skills 

• Accessible and approachable 



• Supervisory/management experience 

• Demonstrated knowledge of barbershop style 

• Demonstrated ability to assess educational needs of targeted learners 

• Experience in planning curricula for educational events 

• Experience in event planning 


• Demonstrated event planning and site selection experience 

• Demonstrated understanding of contract negotiations 

• Demonstrated understanding of audio/visual equipment 




4/13 

• Knowledge of basic finance concepts 

• Ability to travel 

• Ability to coordinate various activities simultaneously 

• Ability to work proactively 

• Energy (stamina) 



• Experience as chorus treasurer 

• Thorough knowledge of accounting systems 

• Experience in financial management (budgeting, investing) 

• Ability to communicate financial plan 

• Knowledge of accounting software (spreadsheets) 

• Knowledge of contracts 



• Demonstrated marketing/public relations experience 

• Demonstrated knowledge of barbershop style in order to market the organization 

effectively 

• Knowledge of organization structure 

• Presentation skills—written and verbal 

• Ability to travel 



• Demonstrated ability to communicate effectively 

• Demonstrated ability to facilitate discussions/meetings 

• Demonstrated ability to synthesize information and present it accurately and 

effectively 

• Knowledge of members’ needs (information gathering) 

• Negotiation skills 

• Accessible and approachable 



• Demonstrated facilitation skills 

• Demonstrated understanding of corporate, regional, and chapter bylaws and rules 

• Ability to coordinate various activities simultaneously 

• Demonstrated understanding of strategic long-range planning 




4/13 

Sample E1—Confidential Potential Nominee Appraisal Form 

(Note: The potential nominee’s name is included only in the cover letter.) 

ID # 

The member noted in the attached cover letter is seeking a position on the Regional 

Management Team. Please complete this form to the best of your knowledge. Information 

provided will remain confidential. If it is more convenient, this form may be duplicated 

on your computer, or answers may be typed on a separate sheet of paper. 

• Please indicate how well and in what context you know the potential nominee. 

• What strengths would she bring to the organization as a member of the regional 

management team? 

• It is important that members of the Regional Management Team possess the following 

attributes/characteristics. Please rate the potential nominee in each area as follows: 

0=Unknown, 1=Poor, 2=Below Average, 3=Average, 4=Above Average, 5=Good 

Appearance 

Communication-Verbal 

Confidentiality 

Copes under pressure 

Flexibility 

Intelligence 

Objectivity 

Self-confidence 

Sense of humor 

Timeliness 

Vitality 

Attitude 

Communication-Written 

Cooperation 

Dependability 

Integrity 

Leadership 

Patience 

Self motivation 

Social Skills 

Vision 

• What is the one most important thing that you would like known about this 

potential member of the Regional Management Team? 




4/13 

• What is the one concern you have about this potential member of the Regional 

Management Team? 

Signature: 

Date: 

Address: 

Phone: 

Return to Regional Nominating Committee Chair by August 15. 




4/13 

Sample E2—Confidential Potential Nominee Appraisal Compilation Form 

(Note: The potential nominee’s name is included only in the cover letter.) 

ID # 

• Please indicate how well and in what context you know the potential nominee. (List 

relevant comments from references; any recurring concern or comment should be 

listed.) 

• What strengths would she bring to the organization as a member of the Regional 

Management Team? (List strengths stated by references.) 

• It is important that members of the Regional Management Team possess the following 

attributes/characteristics. Please rate the potential nominee in each area as follows: 

0=Unknown, 1=Poor, 2=Below Average, 3=Average, 4=Above Average, 5=Good. 

(Add the scores given by each reference for each category. Divide the total score for 

each category by the number of references received. Write the average score for each 

category.) 

Appearance 

Communication-Verbal 

Confidentiality 

Copes under pressure 

Flexibility 

Intelligence 

Objectivity 

Self-confidence 

Sense of humor 

Timeliness 

Vitality 

Attitude 

Communication-Written 

Cooperation 

Dependability 

Integrity 

Leadership 

Patience 

Selfmotivation 

Social Skills 

Vision 

• What is the one most important thing that you would like known about this potential 

member of the Regional Management Team? (List relevant comments and recurring 

criticisms or compliments.) 




4/13 

• What is the one concern you have about this potential member of the Regional 

Management Team? (List concerns noted by references.) 




4/13 

Sample F—Chapter Voting Instructions for Membership 

Coordinator Position 

The following procedures for balloting for the Membership Coordinator position on 

the Regional Management Team should be thoroughly reviewed prior to the time of 

balloting. 

• The chapter president/team coordinator, upon receipt of balloting material from 

the Chair of the Nominating Committee, schedules a meeting for the purpose of 

balloting. 

• If a regular meeting of the chapter is not scheduled within the time frame needed 

to meet the deadline for returning the ballot to the Chair of the Tellers Committee, 

the chapter president/team coordinator calls a special meeting of the chapter for 

the purpose of balloting. 

• Prior to the meeting, the chapter president/team coordinator arranges to have a 

ballot prepared for each member of the chapter. Nominee qualifications are provided 

to chapter members for review prior to this meeting. 

• Immediately preceding the balloting, the chapter president/team coordinator 

reviews with the chapter the qualifications of each nominee. 

• The president/team coordinator appoints a tellers committee for the purpose of 

counting the votes. The nominee receiving the highest number of votes for 

Membership Coordinator is determined to be the selection of the chapter. (If 

balloting results in a tie, it must be resolved before the chapter’s official ballot is 

cast.) 

• The chapter secretary indicates the selection of the chapter for position by 

marking an “X” opposite the name of the nominee on the official ballot, and seals 

the official ballot in the proper envelopes in the presence of the chapter members. 

Do not enclose any other items in either of the official envelopes. If electronic 

voting is permitted by the region, the chapter secretary follows the instructions 

provided by the region to submit the ballot. 

• The chapter secretary mails (or sends electronically, if allowed by the Region) the 

official ballot to the Chair of the Tellers Committee within 24 hours after chapter 

balloting has taken place. Ballots must be received on or before the deadline set by 

the Chair of the Regional Nominating Committee. 

Ballots are declared invalid if: 

• The outer envelope or evote is received after the deadline. 

• The official envelopes are not used in mailing the ballot. 

• The selection is recorded on an instrument other than the official ballot. 

• More (or fewer) than one selection for the position is marked. 

• Votes (write-ins) are cast for someone not on the official ballot. 

• The chapter is not in good standing with the region, as defined in the Regional 

Standing Rules. 




4/13 

Sample Ballot 

(Instructions to the chapter secretary: Use this sample ballot in preparing sufficient ballots 

for the members of the chapter.) 

Nominees for Membership Coordinator For Region # 


Voting Instructions—Read Carefully 

• Read the qualifications for each nominee. 

• Mark an “X” by the name of one nominee only for the position. A vote for more 

than one nominee for the position will void this ballot. 

• After marking the ballot, fold in half and return to the chair of the chapter tellers 

committee. 

Select One Only for Membership Coordinator 

(Arrange names in alphabetical order.) 

Nominee 1. 

2. 




4/13 

Sample G—Chorus Director Voting Instructions for Directors’ Coordinator 

Position 

The following procedures for balloting for the Directors’ Coordinator position on 

the Regional Management Team should be thoroughly reviewed prior to the time of 

balloting. 

• The chorus director reviews the qualifications of each nominee. 

• The director indicates her selection for Directors’ Coordinator by marking an “X” 

opposite the name of a nominee on the official ballot, and seals the official ballot 

in the proper official envelopes. Do not enclose any other items in either of the 

official envelopes. If electronic voting is permitted by the region, the director 

follows the instructions provided by the region to submit the ballot. 

• The director mails (or sends electronically, if allowed by the Region) the official 

ballot to the Chair of the Tellers Committee as soon as possible so that it is 

received on or before the deadline set by the Chair of the Nominating Committee. 

Ballots are declared invalid if: 

• The outer envelope or evote is received after the deadline date. 

• The official envelopes are not used in mailing the ballot. 

• Selection is recorded on an instrument other than the official ballot. 

• More (or fewer) than one selection is marked. 

• Votes (write-ins) are cast for someone not on the official ballot. 

Sample Ballot 

Nominees for Directors’ Coordinator for Region # 


Voting Instructions—Read Carefully 

• Read the qualifications for each nominee. 

• Mark an “X” by the name of one nominee only. A vote for more than one nominee 

will void this ballot. 

• After marking the ballot, fold in half and return to the Chair of the Tellers Committee. 

Select One Only for Directors’ Coordinator 


Nominee 1. 

2. 




4/13 

Sample H—Official Ballot for Membership Coordinator 

Region # 


Instructions to chapter secretary 

• Immediately following the voting, indicate the chapter’s selection by marking an 

“X” opposite the name of the nominee receiving the highest number of votes for 

the position. If there is a tie vote, resolve the tie before the ballot is marked. Do 

not indicate a tie vote on the official ballot. Mark the ballot and enclose it in the 

official envelopes in the presence of the chapter members. If electronic voting is 

permitted by the region, follow the instructions provided by the region to submit 

the ballot. 

• If the ballot, inner envelope, or outer envelope is lost or accidentally mutilated, 

please request a duplicate from the Chair of the Nominating Committee. Allow 

enough time before the election meeting to secure replacements if needed. Failure 

to use the official ballot or official envelopes could invalidate the chapter’s ballot. 

• This ballot must be returned to the Chair of the Tellers Committee by 

. 

Date 

Name 

Address 


,Chair of Tellers Committee 

Select One Only for Membership Coordinator 


Nominee 1. 

2. 




4/13 

Sample I—Official Envelopes 

Sample Official Inside Envelope (6” x 31/2”) 

Preprinted with the following information: 

• Seal ballot in this envelope (in the presence of the chapter membership for chapter 

elections). 

• Seal this envelope (containing the ballot) in the official ballot envelope which is 

preaddressed to the Chair of the Tellers Committee. 

• Mail within 24 hours after the balloting takes place (applicable to chapter 

elections only). 

• This ballot must be received by the Chair of the Tellers Committee no later than 

(deadline). Any ballot arriving after that time will be declared invalid. 

Sample Official Envelope (9.5” x 4.125”) 

Preaddressed to the Chair of the Tellers Committee (Be sure the name of the chapter or 

director is included in the upper left-hand corner of outer envelope.) 

Chapter (or Director) Name 

Address 

City/State/Zip 

Country 

Official Ballot 

Chair 

Address 

City/State/Zip 

Country 

, Tellers Committee 




4/13 

Sample J—Sample Tally Sheet 

Membership Coordinator Names (in alphabetical order) 

Tally 

Total 

Place 

Nominee 1. 

Nominee 2. 

Directors’ Coordinator Names (in alphabetical order) 

Tally 

Total 

Place 

Nominee 1. 

Nominee 2. 




4/13 

Sample K—Report of Regional Tellers Committee 

The Regional Tellers Committee for Region # met at (time), 

(day), (date), at (location). 

Number of chapters in region: 

Number of chapters in good standing and eligible to vote: 

Number of chapter ballots received: 

Number of ballots declared invalid: 

a. Chapter(s) not in good standing 

b. Unofficial ballot 

c. Voted for more or less than one 

d. Received late 

e. Unofficial envelopes if mailed 

Total number of valid ballots: 

Number of chorus directors eligible to vote: 

Number of ballots received: 

Number of ballots declared invalid: 

a. Unofficial ballot 

b. Voted for more or less than one 

c. Received late 

d. Unofficial envelopes 

Total number of valid ballots: 

List names of the nominees receiving the plurality vote: 



Signed: 

Teller #2 

Teller #3 

Teller #4 

Chair of the Tellers Committee 


Appendices 


4/13 

Acronyms 

Acronyms Used by Sweet Adelines International 

ACDA 

ACJ 

AHA 

AJ 

ASAE 

ASCAP 

BHS 

BL&R 

BMI 

CAL 

CAPAC 

CC 

CJ 

COC 

CPAA 

CRC 

DC 

DCP 

EC 

ED 

EDC 

EVC 

FC 

GKT 

GRC 

IFC 

IFP 

IJP 

IMAP 

IMAPC 

JCDB 

JPR 

JS 

MAL 

MEC 

MKC 

American Choral Directors’ Association 

Approved Candidate Judge 

Acappella Harmony Academy 

Approved Judge 

American Society of Association Executives 

American Society of Composers, Authors, and Publishers 

Barbershop Harmony Society (also known as SPEBSQSA, Society for the 

Preservation and Encouragement of Barbershop Quartet Singing in 

America) 

Bylaws and Rules 

Broadcast Music, Inc. 

Chapter-at-Large 

Composers, Authors, and Publishers Association of Canada, Ltd. 

Competition Coordinator 

Candidate Judge 


Confidential Potential Applicant Appraisal Form 

Chair of the Regional Convention 


Director Certification Program 

Executive Committee 


Education Direction Committee 



General Knowledge Test (judging program) 

Guide to Regional Conventions 

International Faculty Coordinators 

International Faculty Program 

International Judging Program 

International Music Arrangers’ Program 

IMAP Coordinators 

Judging Category Description Book 

Judge Progress Report 

Judge Specialists 

Member-at-Large 



Appendices • A-1

Appendices 


04/13 

NAfME 

NATS 

OPL 

PR 

RLC 

RTC 

SPEBSQSA 

VP 

YSF 

YWIH 

National Association for Music Education (formerly MENC) 

National Association of Teachers of Singing 

Official Panel Liaison 


Regional Leadership Committee 


Society for the Preservation and Encouragement of Barber Shop 

Quartet Singing in America (also called Barbershop Harmony Society) 

Vice President 

Young Singers Foundation (on second reference use Foundation instead of 

the acronym) 

Young Women in Harmony 

Appendices • A-2

4/07 

Appendices • A-3 

Matrix of Responsibilities (P = primary responsibility; S = support responsibility; X = shared responsibility) 

Action 

Team 


Membership Communications Directors Education Events Finance Marketing Team 

Agenda Planning S S S S S S S P 

Annual Regional Budget Development S S S S S P S S 

Annual Regional Budget Approval 

P 

Appoints Nominating Committee 

P 

Assessing Regional Needs P X X X X X X X X 

CAL Quartets - Quality Control & Education 

P 

Chapter-at-Large Membership P S S S S 

Chapter Date Clearance 

P 

Chapter Name Change P P 

Chapter Evaluations of RMT P P 

Chapter Standing Rules 

P 

Chapter Separations P S 

Chorus Visits S S P S S 

Communications Skills and PR 

P 

Conflict Management X X X X X X X X 

Contracts for Service/Equipment-Negotiation 

P 

Controlling Regional Finance S P 

Convention S S P S 

Coordinates Regional Faculty Visits S S P S 

Coordinates Ways & Means 

P 

Counseling Chapters P S S S S S 

Curriculum for Regional Events S S P S 

Directors Forum 

P 

Directors Needs 

P 

Dissolution of a Chapter P S 

Distribution of Regional Correspondence/Publications 

P 

Event Registration S P S S 

Facility Inspection 

P 

Faculty Development 

P 

Fiscal Audit 

P 

Fiscal Report 

P 

Inactive Prospective Groups P S 

Appendices Regional Management Team Handbook

4/07 


Matrix of Responsibilities (P = primary responsibility; S = support responsibility; X = shared responsibility) 

Action 

Job Descriptions (Maintaining/Updating) 

Liaison between Chapters and RMT 

Liaison between Directors and RMT 

Team 


Membership Communications Directors Education Events Finance Marketing Team 

P 

P 

P 

Long-Range Planning - Development P S S S S S S S S 

Long-Range Plan - Monitoring S S S S S S S S S 

Marketing Tools 

P 

Meeting Planning for RMT Meetings S P 

Meeting Procedures for RMT Meetings 

P 

Membership Growth P S S S 

Negotiates Site Contracts 

P 

Presidents Forum 

P 

Primary Media Contact 

P 

Prospective Chapters X X 

Readiness for Public Performance 

P 

Records and Files X X X X X X X X 

Records of Regional Meetings 

P 

Regional Calendar 

P 

Regional Contracts - Signature 

P 

Regional Correspondence S P 

Regional Education Program S P 

Regional Events Mailing S P S 

Regional Leadership Database 

P 

Regional Meetings - Physical Aspects 

P 

Reimbursements 

P 

Revitalization X X 

Staff Development X X X X X X X X X 

Status of the Region 

P 

Steps Toward Chartering 

P 

Tax Considerations 

P 

P 


Appendices 


4/13 

REGIONAL MANAGEMENT TEAM 

PEER REVIEW EVALUATION FORM 

Instructions: Please complete this form for the regional management team member. 

Name: Position: Region 

1. Job Knowledge and Confidence Needs Improvement Satisfactory Highly Effective 

Comments: 1 2 3 

2. Planning and Organization Needs Improvement Satisfactory Highly Effective 


3. Judgment (Decision Making) Needs Improvement Satisfactory Highly Effective 

and Problem Solving 


4. Teamwork and Interpersonal Needs Improvement Satisfactory Highly Effective 

Relationships 


5. Integrity and Confidentiality Needs Improvement Satisfactory Highly Effective 


6. Communication Skills Needs Improvement Satisfactory Highly Effective 


Appendices • A-5

Appendices 


4/13 

7. Initiative Needs Improvement Satisfactory Highly Effective 


8. Flexibility and Innovation Needs Improvement Satisfactory Highly Effective 


9. Dependability Needs Improvement Satisfactory Highly Effective 


10. Overall Effectiveness in Needs Improvement Satisfactory Highly Effective 

Performance 


What kind and how much contact have you had with this person? 

What do you like best about working with this person? 

Comments/Suggestions for improvement (Use back of form if necessary) 

Appendices • A-6

Appendices 


4/13 

REGIONAL MANAGEMENT TEAM EVALUATION 

(to be completed by chapters) 

Chapter 

Region 

Instructions: The president/team leader, in consultation with the board/management team, 

completes this form based on their perception of the Regional Management Team as a whole. 

Rate each area on a scale of 1 to 5, with 5 being the highest rating. 

AREA WHAT TO CONSIDER RATING 

Communication 

from the region 

Does the region make effective use of regional newsletters, 

forums, Web sites, chapter visits, regional calendar, 

regional director? Does the chapter have advance 

knowledge of events? 

Planning and 

Organization of 

Events 

Effectiveness of 

Chapter Visits 

Uses Regional 

Resources 

Effectively 

Sets and 

Maintains 

Membership 

Goals 

Did the chapter receive advance description of events and 

faculty. Do events meet the needs of members? Are you 

aware of the region’s long-range plan for education? 

Did the chapter receive a musical or administrative visit? 

Was information presented clearly? Was regional faculty 

effective? 

Did the region make efficient use of chapter visits, 

regional coaching? Are music schools interesting and well 

attended? Is the chapter aware of the regional budget; 

is the budget well-defined? Does the region provide 

educational materials, e.g., video tapes, books, guides, 

etc.? 

Is the chapter aware of regional membership goals? Is there 

a forum for chapter membership coordinators? Are regional 

membership statistics shared with chapters? Does the region 

have membership retention programs in place? 

Briefly describe or identify the programs or activities the region has sponsored that are most 

beneficial to your chorus: 

Additional comments: 

Appendices • A-7

Appendices 


4/13 

EXAMPLE OF EDUCATIONAL PLAN 

Who are the region’s audiences? 

Directors 

Director’s forum 

Mentoring Program 

Choreographers 

Musical Team 

Assistant Directors 

Section Leaders 

Visual Leaders 

Costumers 

Make Up 

Arrangers 

Administrative Leaders 

Board of Directors 

Management Teams 

General Members 

Quartets 

Regional Leaders 

Young Women in Harmony 

Current Avenues of Education 

Music Camp Fall FEST Specialty Training Publications/Comm. 


PR Society First 

Timers Presidents’ 

Forum Membership 

Magic Quartet 

corner Camp 

Choruses Quartet 

Coaching DCP 

Program 

Testing Modules 

PVIs 

Choreography Corner 

REC Training 


PR Society First 

timers Presidents’ 

Forum 

Membership 

DCP Program 

Testing Modules 

Leadership Training 

Faculty Training 

Int’l. Training 

Arrangers Home 

Study 

YWIH Track 

Area Chorus 

Coaching and PVIs 

Director One-on-One 

w/Int’l. Faculty 

Video Tape 

Coaching 

Add-A-Line 

Web Site 

Directory 

Yahoo email group 

E-groups PR 

Choreography 

Directors 

Membership 

Quartets 

Appendices • A-8

Appendices 


4/13 

New Educational Areas to Explore 

• Judge Category Description Book 

• Arranger Training 

• Develop Positive Attitudes 

• Directors as Performers 

• Understanding Chorus Management by Teams 

• Diversity Issues 

• Quartet Coaching/Education 

• How to Develop Quartets 

• Small Chorus-Better Singing Quality/Business Issues 

• Music Theory 

• YWIH-Festivals 

How to work with school choral directors 

How to Work with Young Voices 

No. 1 Priority for the Region: 

Stronger Directors 

What skills do they need? 

• People Skills 

Positive Attitude 

• Teaching Skills Ear 

Training Vocal 

Production 

Vowels 

Recognition of problems 

Music Selection 

• Ability to Assess the Needs of the Chorus 

On a nightly basis and set plan to address the needs 

Understand the balance of expectations 

• Unity of Presentation 

Connection between music and choreography 

Appendices • A-9

Appendices 


4/13 

Region XX 

Five-Year Plan 

2013-14 

Focus: Visual Presentation and Vocal Production 

Audience 

Music Camp, June 

Faculty: 

The Stage Coaches 

Fall FEST, Nov. 

Faculty: Karen Breidert 

plus one additional 

faculty to be named 

Others 

Director 

How to Teach Vocal 

Production 

Directors Rap 

People Skills 

Vocal Production Follow 

up 

Musical Leaders 

General Membership 

Small But Mighty 

Vocal Production 

Visual Presentation 

Resonation 

Music Theory 

PVIs 

First Timers 


PVIs 

People Skills 

First Timers 

Admin Leader 

Presidents’ Forum - Hot 

Topic 

Long Range 

Planning 

Delegation 

PR Society 

Membership Magic 

Presidents’ Forum - Hot 

Topic 

Communication/ 

Listening Skills 

PR Society 



Visual Presentation 

Choreo Jencik 

Regional Faculty 

May Faculty Training. 

Faculty: Carmody 

Arrangers 

Arrangers Track 

Bailey 

Quartets 

Quartet Coaching 

Faculty: Clipman 

FACULTY VISITS 

Appendices • A-10

Appendices 


4/13 

Audience 

Music Camp 

Focus: Sound/ 

Music Categories, 

June 

Faculty: Babb 


2014-15 

Fall FEST 

Focus: Small 

Choruses, 

November 

Faculty: 

Miller 

Director/Music 

Ldr. Workshop 

Focus: Achieving 

Unit Sound, 

August 

Faculty: Breidert 

Others 

Directors 


General 

Membership 

Admin Leaders 



Directors Role in 

Membership 

Directors Rap 

Supporting 

Interp Through 

Vocal Prod. 

Techniques 

PVIs 

First Timers 

President’s Forum 

- Hot Topic: 

Financials 

PR Society 

Membership 

Magic 

EXTRA DAY 

Suggested Faculty: 

Marron 

Presidents’ Forum 

Membership 

Growth & 

Retention 

Team Building 

PR Society 

Regional Leaders May 21-23 

Ear Training 

Analytical 

Listening 

How to Train 

Section Ldrs 


Gram 

Arrangers 

Quartet 



Cleveland; Walters 

Arrangers Training 

Bailey 


Appendices • A-11

Appendices 


4/13 


2015-16 

Audience 

Music Camp, 

June. Focus: 

Expression/Show 

Categories 

Suggested 

Faculty: 

Clipman; 

Davis; 

Pinvidic; 

Kirkpatrick; 

Syverson 

Admin Leader 

Workshop 

August 

Suggested 

Faculty: 

Zimmerman; 

Miller; 

Carmody 

CU in SC Pilot 

Program, Oct. 

Others 

Directors 

EXTRA DAY 

Director One-on- 

One 

Directors Rap 


Section leaders 

General 

Membership 

PVIs 

First Timers 

PVIs 

Coaching Chorus 

Admin Leaders 

President’s 

Forum 

PR Society 

Membership 

Magic 

Financials 

Membership 

Diversity 

Team Mgt. 


Membership 



Faculty Training, 

May 

Suggested 

Faculty: Louise 

Thompson 

Consider 

doubling with 

Directors 


Arrangers 

Arrangers 

Training 

Bergman 

Quartet 


Suggested 

Faculty: 


Appendices • A-12

Appendices 


4/13 


2016-17 

Audience 

Directors 


General Membership 

Admin Leaders 




Arrangers 

Quartet 

Music Camp, June. 

Focus: Art of 

Barbershop 

Suggested Faculty 

Hagerman; 

Postma; Vaughn; 

Lyford 

Technique & 

Artistry 

Directors Rap 

One-on-one with 

small chorus 

directors 


PVIs 

First Timers 

Members Role in 

Membership 

Growth 

Singing Part 

Smart 

EXTRA DAY 

Membership 

Growth & 

Retention 


Pos. Attitude 

Not just the job 

Of the Member 

Chair 

PR Society 

Membership 

Magic 

Art of Showmanship 

to enhance the BBSH 

Sound 



Director/Musical 

Ldr. Workshop 

Focus: Membership 

Growth 

August 


Directors/Mus. Ldrs. 

Role in Membership 

Assessing Needs 

of Chorus and 

Development Plan to 

Address needs 

Ear Training 

Rehearsal Planning 

Long Range Pln.: 

Coaching 

Chorus Activities 

Contest 

Financials 

Membership 

Diversity 

Team Mgt. 


Fall FEST Focus: 

Quartets Suggested 

Faculty: Wright 

How to develop 

And promote 

Quarteting 

Quality Control 

Ear Training 

How to Start a 

Quartet 

Mix & Match 

Sessions 

First Times 


PR Society 



Bailey 

Others 


May 

Sug. Faculty: 


Appendices • A-13

Appendices 


4/13 


2017-18 

Audience 

Music Camp, June. 

Focus: Get Your 

Act Together & 

Put It On Stage 

Suggested Faculty; 

Lyford; Breidert , 

Howden 

Admin Leader. 

Workshop 

Focus: 

August 


Fall FEST 

Focus: 


Others 

Directors 

EXTRA DAY 

Planning 

Directors Rap 

Recognizing 

Members Assets 

Director One-on- 

One 

Musical Leaders, 

Choreographers & 

General 

Membership 

Camp Choruses 

going through 

simulated year 

of preparation. 

Classes: 

Music Selection 

Interp 


Chord Design 

Emceeing 

Script Writing 

First Timers 

Membership 

Retention 

Dealing with 

Stress 

Life after 

Competition 

Admin Leaders 

President’s Forum: 

Hot Topic 

Recognizing 

Members Skills 

PR Society 

Membership 

Magic 

Financials 

Membership 

Diversity 

Team Mgt. 


Membership 

Magic 

PR Society 



See above 



May 



Arrangers 


Bailey 

Quartet 




Appendices • A-14

Appendices 


4/13 

2013-2014 “Year of the Small Chorus and Quartet” 

2013 

RQA (Regional Quartet Association) Day – July 29 – Kathy Carmody 

Fall Regional – Sept. 15-17 – Darlene Rogers 

2014 

Winter Regional – Jan. 19-21 – Mari Pettersson & Renée Porzel 

RQA – July 28 – THE BUZZ 

Side car: Spit and Polish – small chorus – judges 

ROAR 

2014-2015 “RMT Training and Faculty” 

2014 

Aug 4 – Paula Davis 

Fall Regional – Sept. 14-16 – Britt-Helene Bonnedahl & Patty Cobb Baker 

2015 

Winter Regional – Jan. 25-27 – Cammi MacKinlay & Diane Porsch 

Regional Competition – May 1-4 

2015-2016 “Year of Musical Leadership” 

2015 

Fall Regional – Sept. 19-21 – Molly Huffman & Lynne Smith 

2016 

Winter Regional – Jan. 23-25 – THE BUZZ 

Regional Competition – April 30 – May 3 

RQA – July TBD 

Side car: Directors – 

ROAR 

Fall Regional – Sept. 11-13 – Judy Pozsgay 

Appendices • A-15


4/07 

Region 1 Strategic Plan 20XX 20XX 

GOAL Strategy Program/Activity 

1. Provide quality 

education to 

enhance musical 

excellence 


Directors 

1a. Provide training and education 

for the Regional Faculty 

1b. Provide training in vocal 

production 

1c. Provide training in vocal 

production - breathing 

1d. Provide a way to increase the 

vocal production level of members 

2. Provide director education 

- educate to find new directors & 

assistants 

2a. Provide training for directors in 

PVIs and how to teach them 

Faculty Training 

Faculty training 

The Year of Musical Leadership 

PVI class where people observe others having a PVI 

“How to teach PVIs” & “Rise and Shine” - Rogers 

“The Cornerstones of Vocal Health” - Lyford 

“How to do a PVI” - “Designing a PIP” - “The Mature Voice” 

- “Healthy Singing” – Rogers 

Provide more PVIs at weekends 

“How to Teach VP” - “ Integration of VP, Unit Sound & 

Expressive Singing” - “Rise & Shine”-Maybury 

“Getting an Upper hand on Breathing” - Lyford 

“Designing a PIP” – Rogers 

Provide an individual voice teacher to each chorus to give every 

member the opportunity for a minimum of two (2) PVIs. 

Host a PVI School 

“Designing a PIP” – Rogers 

Area school 

Novice Directors 

The year of the musical leadership 

How to do PVIs - Lyford 

How to do PVIs – Rogers 

2b. Provide more hands-on help Beginning Director class 

Area Schools 

“Beyond the Ictus” - Lyford 

“People Skills vs. Arm Waving” - “Lyford 

Conducting Skills” - Rogers 

2c. Provide a way to have all frontline 

directors at the certified level or 

above in the DCP 

2d. Provide some funding for new 

directors to attend Side by Side 

when tracks are offered for new 

directors 

Area Schools 

Regionals 

2e. Provide training in teaching skills Area schools 

“Learning Music, Tips and Tricks” - Lyford 

Action 

Steps Time Frame Status 1 

04 / /20XX 

20XX -20XX 

Jan 20XX 

…………... 

Sept. 20XX 

…………... 

Jan. 20XX 

Jan 20XX 

………….. 

………….. 

………….. 

Jan. 20XX 

Jan. 20XX 

20XX -20XX 

Jan. 20XX 

20XX -20XX 

Jan. 20XX 

Jan. 20XX 

Jan. 20XX 

20XX -20XX 

Sept. 20XX 

Jan. 20XX 

done 

ongoing 

done 

ongoing 

done 

ongoing 

done 

ongoing 

done 

ongoing 

done 

ongoing 

done 

ongoing 

20XX -20XX ongoing 

20XX -20XX 

Sept. 20XX 

done 

ongoing 

HZ Reg 1 


4/07 


Region 1 Strategic Plan 20XX 20XX 

Coaching 


2f. Provide training in people skills Area schools 

“Dealing with Difficult People” – Carmody 

2g. Provide training in problem 

solving/conflict management 

2h. Provide training in music 

selection 

2i. Provide training in rehearsal 

planning 

2j. Provide training about music staff 

training 

Panel - feedback from successful directors 

Area Schools 

“Dealing with Difficult People” – Carmody 

Area schools 

Area schools 

Area schools 

Action 


20XX -20XX 

Jan. 20XX 

20XX -20XX 

Jan .20XX 

done 

ongoing 

done 

ongoing 




2k. Provide training in prioritizing Area schools 20XX -20XX ongoing 

2l. Provide training in performance 

packaging 

Area schools 

“It’s Showtime” – Pozsgay 

2m. Provide video critiquing Director to direct a pre-assigned song to be critiqued (combine 

sing part smart, have someone direct, video them and critique it) 

Area schools 

Regionals 

2n. Provide a director mentor 

program 

2o. Provide training in riser 

placement 

2p. Provide DCP training - module 

class - label it in the schedule 

. Provide training In coaching/ 

general education 

Area schools 

Area schools 

Provide International Faculty to every chorus each year 

“The Art of Coaching” – Rogers 

20XX -20XX 

Sept. 20XX 

done 

ongoing 

20XX -20XX done 

ongoing 

20XX -20XX in process 

20XX -20XX 

Jan. 20XX 

done 

ongoing 

Reg 1 



4/07 

Region 1 Strategic Plan 20XX – 20XX 


Barbershop craft 

a. Provide training on how to 

prioritize while coaching 

Set up a 1-1 shadow coach 


b. Small chorus coaching Small chorus coaching by International Faculty (Rogers 

“Small Chorus Coaching”) 

c. Coaching for all choruses Provide every chorus the opportunity to be coached during class 

time at a Regional Weekend and to sing on the Show (cycle 

through choruses) 

d. Provide training in coaching 

quartets 

e. Provide training in coaching 

choruses 

4. Provide training about the craft Of 

barbershop 

Regional weekends - 

RQA 

The year of the small chorus & quartet 


Regional weekends 

Small chorus weekend with 4 judges, 2 in 

each room, move to be coached by the others 

What makes it barbershop? 

Action 


Jan. 20XX 

Jan. 20XX 

July 20XX 

20XX -20XX 

Jan. 20XX 

done 

ongoing 

done 

ongoing 

Jan. 20XX 


ongoing 

4a. Provide ear training “The Art of Listening” – Rogers Jan. 20XX done 

ongoing 

4b. Provide training in harmony 

accuracy 

“Pythagoras was Right On - The Emotional Impact of …” 

Rogers 

4c. Provide training in reading music “Beginning Music Theory” - Lyford 

“Sight-Singing Made Easy” - Rogers 

4d. Provide training in forward 

motion 

4e. Provide training in unit sound 

- synchronization 

“Unit Sound” - “Beyond the Ictus” - “Three Dimensional Sound” 

-Lyford 

“Creating Sight and Sound” - Lyford 

“How Movement Affects Sound” - Lyford 

“It Ain’t All About You” – Lyford 

Jan. 20XX 

Jan. 20XX 

Sept. 20XX 

Jan. 20XX 

done 

ongoing 

done 

ongoing 

done 

ongoing 

HZ Reg 1 



4/07 



Visual Performance 

. Provide training in choreo - video 

critiquing, advanced choreo, working 

with directors, getting it across the 

footlights 

a. Provide training in creating 

choreography 

“The Year of the Performance” Program/Activity 

“Creating Sight and Sound” - Olson “You Want Me to do What on 

the Third Row?” - Lyford 

“How Much Movement Affects the Sound” - Lyford 

“Get Into the Groove” - Rogers 

“Physical Expression” – Rogers 

The Do’s and Don’ts of Teaching Choreography to the Whole 

Chorus 

“The Year of the Performance” 

b. Provide video critiquing Area schools 

Video critiquing 

“Score Sheet Review and Critique of Videos - Clipman 

c. Develop a plan to provide 

education to raise the performance 

and showmanship level of regional 

choruses and quartets 

d. Provide training in makeup/ 

grooming 

e. Provide training in 

characterization 

f. Provide training in audience 

rapport 

The Year of the Performance 

RQA Days 


“The Last 10 Points - Whose Song is it Anyway” -Clipman 

“What’s the Story - The Eyes Have It” - Clipman 


Quarteting . Provide quartet education Regional weekends 

“Quartets Don’t Just Sing, They Talk” - Rogers 

RQA Days 

The Year of the Small Chorus & Quartets 

a. Develop a higher degree of 

excellence in the quartets in the 

region. Score at least C+ level, 

champions B/B+. 

b. Provide Training In Music 

Selection 

Action 


20XX -20XX 

Sept. 20XX 

………… 

Jan. 20XX 

20XX -20XX 

20XX -20XX 

Sept. 20XX 

Jan. 20XX 

20XX -20XX 

20XX -20XX 

Sept. 20XX 

20XX -20XX 

Jan. 20XX 

------------- 

July 20XX 

20XX -20XX 

done 

ongoing 

done 

ongoing 

done 

ongoing 

done 

ongoing 

HZ Reg 1 


4/07 


YWIH 


7. Provide training In YWIH 

promotion 


Action 


Host a YWIH festival Jan. 20XX done 

ongoing 

Send a YWIH quartet to Rising Star Quartet Competition 

Teaching and working with the YWIH age level Jan. 20XX done 

ongoing 

Arranging . Provide training in arranging Annual Seminar - ROAR May-0 

Section Leaders 

Chorus Leadership 

a. Provide training in music theory Meeting at events 

“Basic Music Theory” - Clipman 

“What the Average Chorus Member Needs to Know About Music 

Theory” – Clipman 

b. Provide training in arranging at 

all levels 

c. Plan for future arranger 

education through the proposed 

arranging program, which will be 

provided by International in the 

future 

. Provide training for section 

leaders 

a. Develop a plan to provide 

education for section leaders to help 

develop better unit singing and vocal 

growth within individual sections of 

choruses 

10. Provide Training In Chorus 

Leadership 

Arrangers networking 

“So You Want to Write a Song” – Bailey 

Area school 

“How to Develop a Physical Warm Up” - Clipman 


Area school 

“Section Leaders Arise!” - Clipman 


Area schools 

“The Role of the Admin and Music staffs in the Life of a Chorus” 

- Clipman 


Jan. 20XX 

Jan. 20XX 

20XX -20XX 

Jan. 20XX 

20XX -20XX 

20XX -20XX 

Sept. 20XX 

20XX -20XX 

20XX -20XX 

Sept. 20XX 

…………... 

20XX -20XX 

done 

ongoing 

done 

ongoing 

done 

ongoing 

done 

ongoing 

done 

ongoing 

HZ Reg 1 


4/07 



Judging 


Show Production 

Action 


10a. Provide training in people skills Area schools done 

10b. Provide training in image & 

impact 

10c. Provide training in tools & 

resources 

10d. Provide training in membership 

10e. Provide training in marketing 

10f. Provide training in the care of 

directors 

10g. Provide training in understanding 

bylaws & standing rules 

10h. Provide training in awareness 

of the organization’s dimension 

11. Provide training in the Judging 

Program 

“What it Takes to be a Judge” - Clipman 

“How to Score Big in the Sound Category - Clipman 

11a. Provide training with the JCDB “What it Takes to be a Judge” - “How to Score Big in the Sound 

Category” - Clipman 

Expression category - Clipman 

Score sheet review - Clipman 

Area Schools 

11b. Provide training in level videos “What it Takes to be a Judge” - “How to Score Big in the Sound 

Category – Clipman 

12. Provide training in show 

production 

Jan. 20XX 

Jan. 20XX 

Jan. 20XX 

Sept. 20XX 

…………... 

Jan. 20XX 

Jan. 20XX 

done 

ongoing 

done 

ongoing 

done 

ongoing 

done 

ongoing 

“The Year of Show…..” 20XX -20XX HZ Reg 1 


4/07 



12a. Provide training in 

showmanship 

12b. Provide training in choreo 

- visual plan - staging 


“The Year of Show…..” 

“The Year of Show…..” 

Action 



ongoing 

12c. Provide training in emcee work “The Year of Show…..” 20XX -20XX done 

ongoing 

1 . Other Develop a Star Chorus 20XX -20XX Done 

Encourage choruses and the Region to fund directors 

to Side by Side and members to AHA. 

Performance 14. Provide training in performing “Performance Level and How to Move Up” - TBD 

Performance Seminar 

Promote regional 

leadership 

excellence and 

develop new 

regional leaders 

14a. Provide training in repertoire 

- performance packaging - balanced 

-selection 

“Four on the Floor - Take a Break!” - TBD 

“Don’t be Afraid to Make a Scene” - TBD 

“Overcoming Stage Fright” - TBD 

Jan. 20XX 

Sept. 20XX 

Jan. 20XX 

done 

ongoing 

done 

ongoing 

14b. Provide training in emcee work “Four on the Floor” - TBD Sept. 20XX done 

ongoing 

1 . Provide training in regional 

leadership 

1 a. Provide training in people skills 

1 b. Provide training in 

communication 

1 c. Provide training in team 

building 

1 d. Provide training in unifying the 

team 

Training 

“Effective Meetings” - TBD 

“Using Computers to Improve Chorus Communication” – TBD 

Nov. 20XX 

June 200 

04/20XX 

Sept. 20XX 

Done 

Done 

done 

ongoing 

HZ Reg 1 


4/13 



1 e. Provide training in strategic 

planning 

1 f. Provide training in doing your 

job 

1 g. Provide training in problem 

solving 

1 h. Provide training in finding a 

successor 


Action 


“Membership Retention” – TBD Jan. 20XX done 

ongoing 

“So you want to be a leader?” 

“Meet the Regional Management Team” 

Jan. 20XX 

Sept. 20XX 

done 

ongoing 

HZ Reg 1 


Sweet Adelines Membership Information: 

Name 

Member Number 

Address 


Primary Chapter 

Dual Chapter 

Email 

Home phone 

Cell or Work phone 

Fax 

Chapter Positions Held 

Board/Team Member 

President/Team Leader 

Director 

Membership 

Music Staff/Section Leader 

Treasurer/Finance 

Secretary/Communication 

Show Chair 

Choreographer 

Marketing/PR 

Other 

Regional Positions Held 

RMT Positions (name all) 


Newsletter Editor 

Webmaster 

CRC 

CC 

Musical Coach 

Other 

Information to include on a Membership Survey 

Name the Regional and International events you have attended, when and how often 

Name the International Positions you have held and International and Regional Programs to which you belong 

Please check the major areas where you would like to volunteer 

Communications (typing, record keeping, meeting preparations, surveys, reports, spreadsheets, history, mailings, goal setting, etc.) 

Education (planning, YWIH, arranging, faculty development, instructor, DCP, choreography, emcee, public speaking, etc.) 

Events (event planning, negotiations, venue selection, registration, regional calendar, etc.) 

Finances (budgets, long-range planning, reporting, bank accounts, ways and means, contracts, investments, grant writing, etc.) 

Marketing (communication, public relations, events marketing, media contacts, press releases, sales, etc.) 

Membership (growth and retention, CAL and MAL members, bylaws and standing rules, strategic planning, etc.) 

Please list your education (high school, college, advanced degrees, special training) 

List your employment (full time, part time, retired) and current occupation 

Appendices • A-24

Members Only Education Center 

Sweet Adelines International offers the most comprehensive, quality music education available 

anywhere in the world. To champion our dedicated singers, we have expanded our online and 

distance learning offerings with the online Education Center. It provides a one-stop portal for 

members to digitally access a vast assortment of educational materials, articles and eLearning 

tools. The Education Center is organized into eight areas of interest: directors/quartets, history, 

leadership, music, visual, voice and youth. Each section provides access to download archived 

newsletters and articles of interest, vodcasts and/or podcasts, webinars, handouts from previous 

educational seminars and much more. 

Appendices • A-25

Appendices • A-26

Appendices • A-27

Appendices • A-28

Appendices • A-29

Appendices • A-30

Coordinator - Sweet Adelines International

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